Board of Engineers, Malaysia
Institution of Engineers, Malaysia
Federation of Engineering Institution of Islamic Countries
Draft Final Report
The Engineering
Technology Path
Blueprint for a highly competent engineering
technical workforce
February 2003
The Engineering Technology Path
Blueprint for a highly competent engineering technical
workforce
Advisory Committee
Ir. Prof. Abang Abdullah Abang Ali, BEM (Chairman)
Ir. Chiam Teong Tee, BEM
Ir. Prof. Dr. Ismail Hj Bakar, KUiTTHO
Ir. Hj. Abu Bakar Che’ Man, NIOSH
Ir. Chee Meng Sang, IEM
Ir. Hj. Mohd Mazlan Mohd Ismail Merican, EAC
Ir. Prof. Dr. Zainal Abidin Ahmad, KUiTTHO
Ir. Prof. Ishak Abdul Rahman, UNISEL
Hj. Mohd Anwar Hashim, MARA
Dato’ Dr. Ahamad Sipon, KPM
Prof. Dr. Abdul Hakim Juri, UniKL
Ir. S. Kukanesan, IEM
Ir. Dr. Ting Wen Hui, BEM
Ir. Dr. Judin Abdul Karim, BEM
Ir. Assoc. Prof. Dr. Norman Mariun, UPM
Ir. Mohd Rasid Osman, FEIIC
Ir. Assoc. Prof. Megat Johari Megat Mohd Noor, FEIIC (Secretary)
Study Team
Ir. Prof. Abang Abdullah Abang Ali (Chairman)
Ir. Assoc. Prof. Megat Johari Megat Mohd. Noor (Secretary)
Ir. Mohd. Rasid Osman
Nor Kamariah Noordin
Dr. Rosnah Mohd Yusuff
Assoc. Prof. Dr. Napsiah Ismail
Ir. Assoc. Prof. Dr. Mohd Saleh Jaafar
Ir. Assoc. Prof. Dr. Norman Mariun
Assoc. Prof. Dr. Sulaiman Hj Hasan
2
Foreword by Minister of Works, Malaysia
The Board of Engineers, Malaysia (BEM) has over the last 30 years managed to maintain a
register of engineers in Malaysia with the objective of promoting professionalism amongst
members of the engineering fraternity in the country. Engineers have contributed
substantially to the development of the country and are expected to play a pivotal role in the
future.
To support the country’s entry into the knowledge age, Malaysia requires a strong
engineering workforce. This study undertaken by BEM, IEM and FEIIC is timely in order to
develop a highly competent engineering workforce in support of our country. I hope this
report shall serve as a blueprint for the development of the engineering Technical Education
and Vocational Training (TEVT) sector in our country.
I would like to encourage industry to support and more importantly, participate in these
effort.
My ministry lends support the implementation of the recommendations of this report, so that
Malaysia can benefit from the presence of a highly trained and competent workforce to
support its development programmes as well as its entry into the k-economy.
Datuk Seri Samy Velu
Minister of Works, Malaysia
3
Foreword by Minister of Education, Malaysia
I would like to take this opportunity to congratulate the BEM, IEM and FEIIC for being very
proactive and taking this bold initiative to study the needs of the engineering Technical
Education and Vocational Training (TEVT) in the country. The country needs a highly
competent engineering workforce to support our country’s development programmes
particularly in this knowledge age. Engineers can take pride in the various engineering
achievements which marked our physical and economic landscape as well as world-class
infrastructures and industries which have enhanced the quality of life in Malaysia.
The government in its Human Resource Plan stresses on the importance of producing highly
competent manpower to support our migration to the k-economy. This study shall provide a
basis for developing the programmes in this sector.
The Ministry of Education is establishing Community Colleges and Universiti Colleges in
support of the Vocational Education and Training sector. MARA has set up Universiti Kuala
Lumpur and a number of private institutions of higher learning are offering programmes in
this area. It is therefore important for the country to coordinate a national qualification
framework to ensure international mobility of our graduates.
It is my hope that the recommendations from this study can be used to further develop this
sector.
Tan Sri Dato’ Musa Mohammed
Minister of Education, Malaysia
4
Chairman’s Statement
The Board of Engineers, Malaysia (BEM), Institution of Engineers, Malaysia (IEM) and
Federation of Engineering Institution of Islamic Countries (FEIIC) have taken a bold step in
initiating a study that enables us to understand the latest practices in engineering Technical
Education and Vocational Training (TEVT) worldwide and propose a comprehensive and
futuristic model for Malaysia in preparation for our entry into the global knowledge-based
economy.
In trying to be competitive in the global labour market, Malaysia needs to leapfrog to the
world of global educational solution providers, providing advanced technical education and
vocational training which prepare students for the high technology and very competitive
global marketplace. Malaysia must make a bold move to recognise the importance of this
sector.
This model which is developed in Malaysia can also be adapted by other countries.
On behalf of the study team, I would like to record our appreciation to BEM, IEM and FEIIC
for their support.
Ir. Prof. Abang Abdullah Abang Ali
Board of Engineers, Malaysia
5
Table of Contents
Foreword
Chairman’s Statement
Table of Contents
Terminologies and Abbreviations
Executive Summary
1.0
Background and Methodology
2.0
Engineering Technical Education and Vocational Training (TEVT)
2.1
Introduction
2.2
Malaysian Engineering TEVT
2.2.1 Malaysian Education System
2.2.2 Professional Training
2.2.3 Career Path
2.2.4 MEET Survey Report
2.3
Global Trend
2.3.1 Education Systems
2.3.2 Engineering Technology Curricula
2.3.3 Characteristics and Outcomes
2.3.4 Professional Status
2.3.5 Para Professional Status
2.4
Summary
3.0
A Vision for the Engineering Workforce
4.0
Proposed Engineering Technology Path
4.1
Education, Training and Professional Development Routes
4.2
Engineering Technology Curricula
4.3
Career Pathway
5.0
Recommendations
Reference
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
6
3
5
6
7
10
11
14
14
20
20
24
24
26
29
29
30
39
40
43
46
49
51
51
56
75
76
79
80
82
87
92
95
Terminologies and Abbreviations
AAS – Associate Applied Science
Abitur – equivalent to GCE A Level (Germany)
AC – Alternating Current
ADTEC – Advanced Technology Centre
Adv. – Advanced
AEng AMIEI – Associate Engineer of IEI
AET – Associate Engineering Technician
AICTE – All India Council for Technical Education
AMIEI – Associate Membership of IEI
AQF – The New Australia Qualification Framework
AScT – Applied Science Technologists
ASTT – Applied Science Technicians and Technologists
AT – Associate Engineering Technologist
BA – Berufsakademie
BAI – Bachelor Ab Initio
BE – Bachelor of Engineering
BEM – Board of Engineers, Malaysia
B.Eng. – Bachelor of Engineering
BEng.Tech. – Bachelor of Engineering Technology
Berufsschule – German dual system education post Haupschule and Realschule
BESA – British Equipment Suppliers Association
BI – Bahasa Inggeris (English Language)
BM – Bahasa Melayu (Malay Language)
BMI – British Malaysian Institute
BSc – Bachelor of Science
BTEC – Business and Technical Education Council
B.Tech. – Bachelor of Technology
BTS – Brevet de Technicien Supérieur
CAD – Computer Aided Design
CEAB – Canada Education Accreditation Board
Cégep – College of General and Vocational Education (French acronym), Canada
CEng – Chartered Engineer
CEng MIEI – Chartered Engineer of IEI
Cert – Certificate
CGPA – Cumulative Grade Point Average
CIAST – Centre of Instructor and Advanced Skill Training
CNC – Computer Numerical Control
CT – Certified Engineering Technologist
CTech – Certified Technician
DC – Direct Current
DEA – Diplôme d`Etudes Approfondies (postgraduate degree)
DESS – Diplôme d`Etudes Supérieures Spécialisées
DEUG – Diplôme d`études universitaires générales
DEUST – Diplôme d`études universitaires scientifiques et techniques
Dip – Diploma
Dip-Ing – Diplome Engineer
DUT – Diplôme Universitaire de Technologie
EAC – Engineering Accreditation Council
7
EDEXCEL – British Institution that offers BTEC HND
EDI – Entrepreneur Development Institute
Eng.Tech. – Engineering Technician / Engineering Technology
Eng.Tech. IEI – Engineering Technician of IEI
Facharbeiter – Skilled worker in Germany
FE – Fundamental of Engineering
FEANI – Federation Europeenne d’Association Nationales d’Ingenieurs (European Federation of National
Engineering Associations)
FEIIC – Federation of Engineering Institution in Islamic Countries
FENTO – Further Education National Training Organisation
FH – Fachhochshule
FIT – Federal Institute of Technology
GCSE – General Certificate of Secondary Education
GMI – German Malaysian Institute
GNVQ – General National Vocational Qualification
Gesellenbrief – Certificate
Grundschule – Elementary school in Germany (grade 1 through 4)
Gymnasium – Post elementary school in Germany
Hauptschule – Post elementary school in Germany
HNC – Higher National Certificate
HND – Higher National Diploma
ICP – Individual Case Procedure
ICT – Information and Communications Technology
IEAust – The Institution of Engineers, Australia
IEI – The Institution of Engineers, Ireland
IEM – The Institution of Engineers, Malaysia
IIE – Indian Institute of Engineers
IKBN – Institut Kemahiran Belia Negara (National Youth Skill Institute)
IKM – Institut Kemahiran MARA (Mara Skill Institute)
ILP – Institut Latihan Perindustrian (Industrial Training Institute)
INPEX – International New Products Exhibition, US
IPTA – Institut Pengajian Tinggi Awam (Public Institutions of Higher Learning)
IPTS – Institut Pengajian Tinggi Swasta (Private Institutions of Higher Learning)
ITP – Institute Teknikal dan Perdagangan, Penang
IUP – Instituts Universitaires Professionnalisés (France)
JMTI – Japan Malaysian Technical Institute
JTR – Jabatan Tenaga Rakyat (Human Resource Department)
KPM – Kementerian Pendidikan Malaysia (Ministry of Education, Malaysia)
KUiTTHO – Kolej Universiti Institut Teknologi Tun Hussein Onn
KUKUM – Kolej Universiti Kejuruteraan Utara Malaysia
KUTKM – Kolej Universiti Teknikal Kebangsaan Malaysia
KUTKUM – Kolej Universiti Teknologi dan Kejuruteraan Malaysia
Licence – Degree awarded after the first year at the university (France)
Magistere – Degree awarded after the second year at IUP (France)
Maitrise – Degree awarded after the second year at the university (France)
MARA – Majlis Amanah Rakyat
MCED – Malaysian Council of Engineering Deans
Meister – Highly skilled craftsman in Germany
MEng – Master of Engineering
MEET – Malaysian Engineering Technology and Engineering Technicians
8
MFI – Malaysia France Institute
MGCC – Malaysian German Chamber of Commerce & Industry .
MIEI – Ordinary Membership of IEI
MLVK – Majlis Latihan Vokasional Kebangsaan (National Council of Vocational Training)
MOE – Ministry of Education
MRP – Mature Route Procedure
Mth – Month
NC – National Certificate
ND – National Diploma
NICET – The National Institute of Certified Engineering Technologist
NIOSH – National Institute of Occupational Health and Safety
NSPE – National Society of Professional Engineers
NVQ – National Vocational Qualification
NVQ3 – NVQ Level 3
PE – Practice of Engineering
PPE – Professional Practice Examination
Realschule – Post elementary school in Germany
SARTOR – Standard Routes to Registration
SET – Senior Engineering Technician
SKM – Sijil Kemahiran Malaysia (Malaysian Skill Certificate)
SPM – Sijil Pelajaran Malaysia (Malaysian Certificate of Education)
SSM – Sistem Saraan Malaysia
STPM – Sijil Tinggi Persekolahan Malaysia (Malaysian Higher Certificate of Education)
TAC/ABET – Technology Accreditation Commission of the Accreditation Board for Engineering and
Technology
TAFE – Technical and Further Education
TATI – Terengganu Advanced Technical Institute
TC – Technical Certificate
TD – Technical Diploma
TechIEI – Technician Membership of IEI
TPUK – Trade Partner UK
TT – Technician Trainee
TVET – Technical Education and Vocational Training
UiTM – Universiti Teknologi Mara
UM – Universiti Malaya
UniKL – Universiti Kuala Lumpur
UNISEL – Universiti Industri Selangor
UPM – Universiti Putra Malaysia
UTM – Universiti Teknologi Malaysia
VET – Vocational Education and Training (VET)
Yrs – Years
9
Executive Summary
This report is the result of a joint BEM/IEM/FEIIC study on the Malaysian Engineering
Technologist and Engineering Technician (MEET) profession. The study is focused on the
national requirement for engineering technologists and engineering technicians. The study
methodology involves the collection and analysis of information, documents and
questionnaires as well as visits to local and overseas organizations and agencies involved in
or related to the engineering Technical Education and Vocational Training (TEVT) sector.
The education and training model, professional development route and career path for this
route, which is termed “Engineering Technology Path” is proposed.
Acknowledging the importance of a highly skilled engineering workforce particularly in this
knowledge age and globalization, Malaysia needs to further develop its TEVT system and it
is recommended that the country:
• further develops the Malaysian TEVT sector with emphasis on practical and handson skills in advanced technology and ICT
• enhances participation of industry in education and training, and
• adopts new approaches to learning and nurtures entrepreneurship and a thinking
culture amongst engineering students and the workforce.
It is further proposed that the Malaysian engineering qualifications framework and
occupational grade be enhanced from three to four categories by the introduction of a new
grade called engineering technologist and replacement of the technical assistant to
engineering assistant grade as follows:
• Certificate - Technician
• Diploma - Engineering Assistant, replacing Technical Assistant.
• Bachelor of Engineering Technology – Engineering Technologist
• Bachelor of Engineering – Engineer.
The engineering TEVT model, professional development route and career pathway for
students following the Engineering Technology Path in Malaysia is proposed.
10
1.0
Background and Methodology
After some fifty years of educating engineers in the country, Malaysian universities were
forced by recent events to take a hard look at the Malaysian engineering education system.
Comparison was made with engineering education models worldwide in order to produce
engineers who can compete in the global engineering market as well as remaining
competitive with the other professions in the country. Lacking in the global and humanistic
skills, which are necessary for top management or leadership positions, engineers were often
left out of leadership positions. Malaysian engineers lag behind scientists in research and
development and have yet to be active in business on a global scale. A study on the
Malaysian engineering education model (MCED/IEM, 2000) has shown that engineers need
to be technically competent as well as having the interpersonal skills to deal with the public
effectively. A stronger emphasis on engineering science is envisaged and training in various
industrial skills such as communication, management, law, politics and environment is
important preparation for the young engineer.
The creation of an alternative path to conventional engineering qualification involving
Engineering Technology and Engineering Technician programmes, is envisaged by the Board
of Engineers, Malaysia (BEM) and the Institution of Engineers, Malaysia (IEM), as
complementing qualifications to the regular engineering degree. With the Washington,
Sydney and Dublin Accords trying to regulate training standards in participating countries,
the time has come for Malaysia to develop a comprehensive and up-to-date education and
training system for its engineering workforce.
There is a very high demand for engineering TEVT today, with clear emphasis on the need to
produce workers with more hands-on skills and experience for the competitive job market in
a dynamic industrial sector. Industry is demanding a higher education and training standards
and requiring graduates with specific as well as generic skills. The industry is looking for
multi-skilled workers as well as people with new skills for the ever-changing business
environment.
A number of national initiatives have been taken in other countries to improve their TEVT
system. This ranges from a change in education and learning approaches to government
support in the establishment of special colleges and national qualifications to cater for the
high demand for highly skilled and competent workforce.
The study on Malaysian Engineering Technologist and Engineering Technician (MEET) aims
to develop the engineering Technical Education and Vocational Training (TEVT) sector for
the Malaysian job market. The study shall propose model curricula, a professional
development route and career path for these engineering personnel. This entails an education
and training structure as well as final progression to the Professional Engineer status.
11
The work involves the collection and study of available information and documents, a survey
and visits to local and overseas organisations and agencies involved in or related to the TEVT
sector. The study methodology is similar to that of the Malaysian Engineering Education
Model study (Megat Johari et al., 2002). Several countries that have been visited during the
study period were Ireland, Germany, United Kingdom, United States, Australia, Canada,
Turkey, France and India. Other relevant overseas information was obtained via the
respective web sites. A study team workshop was held in Malacca on 13 – 15th February
2002, where the findings of the respective study team members were presented. Gaps in the
study were identified and the framework for the study was rationalised.
A national colloquium entitled The Engineering Education and Training - Second Route was
held on the 16th July 2002 in Putrajaya, to present the preliminary findings and obtain
feedbacks from nearly 200 representatives of the engineering TEVT sectors and the industry.
An advisory committee also gave their feedbacks to refine further the findings of the study.
The local and overseas organizations and agencies or representatives visited or met during the
study period are as shown in Table 1.0.
The survey that was conducted as part of the study aimed at providing deeper insights into the
needs of the Malaysian engineering Technical Education and Vocational Training. The
survey questionnaire addresses issues on receptiveness of Malaysian engineers to the
possibility of creating a path for those in the TEVT sector to obtain professional status.
Generally, the questionnaire covers the respondent and company background, the importance
of professional engineering status in his/her organisation, the role and functions of the
engineering personnel. It also seeks the opinion of the respondent in the development of a
certification route for the supporting engineering personnel and the importance of creating a
professional engineering path for these personnel. The survey also explored the possibility of
having certified engineering technologist or engineering technician status, as a form of
recognition and acknowledgement for their contribution to the engineering field.
The questionnaires were sent to related engineering and manufacturing organisations as well
as the Institution of Engineers Malaysia council members and the board members of Board of
Engineers Malaysia.
12
Table 1.0: Organisations and agencies or representatives visited or met
Malaysia
Germany
United Kingdom
Australia
Canada
Turkey
India
United States
Advanced Technology Centre (ADTEC), Melaka
Politeknik Kota Kinabalu, Sabah
German Malaysian Institute (GMI), Cheras
British Malaysian Institute (BMI), Gombak
Politeknik Kuching, Sarawak
Malaysia France Institute (MFI), Bangi
Fachhochschule Rosenheim
Fachhochschule Augsburg
Fachhochschule Nuernburg
Fachhochschule Munich
Association of Colleges (AOC)
Further Education National Training Organisation (FENTO)
British Council
British High Commission
University of Birmingham
Trade Partner UK (TPUK)
British Equipment Suppliers Association (BESA)
Warwickshire and Crawley Colleges
TAFE Directors
Northern Australia TAFE
Southern Australia TAFE
Institution of Engineers Australia, Victoria Division
University of Melbourne
Victoria TAFE
World Congress of Colleges & Polytechnics 2002
TAFE Sunshine Campus, Victoria University of Technology
New South Wales TAFE
American Society of Engineering Education Annual Conference 2002
LabVolt, Quebec
Institution of Engineers, Istanbul
Istanbul Technical University
Bogazhi University
Madras Institute of Technology
INPEX, Pittsburgh
13
2.0
Engineering Technical Education and Vocational Training
2.1
Introduction
As the world moves from the agricultural to industrial, IT and then knowledge ages,
Malaysian industries, which have been predominantly Manufacturing, Agricultural and
Construction and rely heavily on cheap labour, may move into the high-tech arena. Malaysia
may give more emphasis on R&D, innovation and the production of high technology goods
ahead of the other countries. This calls for the education and training of highly skilled
engineers and technicians as opposed to those engineers who were trained in the conventional
way. These highly skilled engineers are sometimes known as engineering technologists.
Subsequently, there is a need for high technology personnel such as engineering technician
that can support the work of both engineering technologists and engineers. This requires a
discussion on the qualification framework within the engineering fraternity.
Engineering qualification framework refers to the policy framework that satisfies both the
national and international recognised qualifications. It comprises of titles and guidelines,
together with principles and protocols covering articulation and issuance of qualifications and
statements of attainment. Elements of qualification framework indicate the achievement for
each qualification titles. It will also provide progression routes for all the graduates in the
engineering fields. In addition the framework sets the benchmark for all engineering
programmes. It enables international recognition and student/graduate mobility especially
with the advent of the Washington, Dublin and Sydney Accords.
Washington Accord (2003) is an agreement between accrediting bodies for engineering
degree programmes of signatories countries. It recognizes the substantial equivalency of
programmes accredited by these bodies, and recommends that graduates of accredited
programmes be recognized as having met the academic requirements or entry to the practice
of engineering in these countries. The Accord covers professional engineering undergraduate
degrees. According to the Accord graduates of accredited engineering programmes are
expected have attributes including the ability to:
•
Apply mathematics, science and engineering science for the design, operation and
improvement of systems, processes and machines
•
Formulate and solve complex engineering problems
•
Understand and resolve the environmental, economic, societal implications of
engineering work
•
Communicate effectively
•
Engage in lifelong learning and professional development
•
Act in accordance with the ethical principles of the engineering profession
•
Function in contemporary society
14
The Sydney Accord is for engineering technologist, an agreement signed by Australia,
Canada, Hong Kong, Ireland, New Zealand, South Africa and the United Kingdom. The
Dublin Accord is a similar agreement signed by countries that acknowledge the equivalency
at engineering technician level.
In the qualification framework, training and qualification of engineering programmes have to
be assessed in terms of suitability. The issue to be addressed includes the credit versus
outcome-based qualification systems. It also includes the time-served or competency-based
training system. The training conducted could also be more client focused or training
provider focused. The learning should be made flexible so that students do not have to
complete their programmes based on a specified time but based on their own pace and
capabilities. In the age of ICT, e-learning could possibly be the mode of delivery where
students can study using virtual facilities.
The other issues that need to be highlighted are the streams and routes. The stream for the
purpose of the report include the:
• Engineering
• Engineering Technology
In addition, three levels of engineering qualifications, namely, certificate, diploma and degree
levels, have to be investigated for the two streams. The possible routes for the streams
include:
• Academic – Diploma, Degree
• Technical Education and Vocational Training (TEVT) – Certificate, Diploma, Degree
• Examination – for example, The Board of Engineers, Malaysia (BEM) / The
Institution of Engineers (IEM) or the Engineering Council UK Part I, Part II and Part
III examinations
The term engineering and technology have always been confused. Engineering in fact
encompasses theories relating to research, development, design and operations whereas
technology primarily focuses on hands-on, application of the theories and principles of
engineering and science to every day operations such as manufacturing, electronics and
medicine, marketing, field testing, design, and customer service.
In order to distinguish between engineering and engineering technology, a technological
spectrum, as shown in Figure 2.1 is used to illustrate the differences. Generally, in an
organization engineers would most likely work in the design and development fields while
technologists, technicians and craftsmen would be more inclined to work in manufacturing
and production line. The engineers role are more towards the left of the spectrum while the
technologists are more towards the right of the spectrum although the main activities of both
engineers and technologist are in the center of the spectrum (Cheshier, 1998).
15
Research
Product
Design
Product
Development
Manufacturing
Production
Testing
Technical
Sales
Field
Service
ENGINEERS
ENGINEERING TECHNOLOGISTS
Figure 2.1. The Engineering and Technology Spectrum (Adapted from Cheshier, 1998)
According to Cheshier (1998), Engineering is defined as:
The profession in which knowledge of advanced mathematical and natural
sciences gained by higher education, experience, and practice is devoted to the
creation of new technology for the benefit of humanity. Engineering education
for the professional focuses primarily on the conceptual and theoretical
aspects of science and engineering aimed at preparing graduates for the
practice of engineering closest to the research, development, and conceptual
design functions.
The same author also defines Engineering Technology as:
The profession in which knowledge of the applied mathematical and natural
sciences gained by higher education, experience, and practice is devoted to
application of engineering principles and the benefit of humanity. Engineering
technology education for the professional focuses primarily on analyzing,
applying, implementing, and improving existing technologies and is aimed at
preparing graduates for the practice of engineering closest to the product
improvement, manufacturing and engineering operational functions.
According to Cheshier (1998) the US Accreditation Board for Engineering and Technology
defines engineering and engineering technology, respectively, as follows:
Engineering is the profession in which knowledge of the mathematical and
natural sciences gained by study, experience, and practice is applied with
judgment to develop ways to utilize, economically, the materials and forces of
nature for the benefit of mankind.
Engineering Technology is that part of the technological field that requires the
application of scientific and engineering knowledge and methods combined
16
with technical skills in support of engineering activities; it lies in the
occupational spectrum between the craftsman and the engineer at the end of the
spectrum closest to the engineer.
The distinction between engineering and engineering technology emanates primarily from
differences in their educational programmes. Engineering programmes are geared toward
development of conceptual skills, and consist of a sequence of engineering fundamentals and
design courses, built on a foundation of complex mathematics and science courses. These
programmes also provide their graduates a breadth and depth of knowledge that allows them
to function as designers.
Engineering technology programmes on the other hand, are oriented towards application.
They provide students with introductory courses on mathematics and science, and qualitative
introduction to engineering fundamentals.
From the previous definitions the distinction between the engineering disciplines has to be
highlighted. Table 2.1 shows the qualification framework for engineering, engineering
technology, engineering assistant and engineering technician professions for selected
countries. The job specifications for the four group of profession are also highlighted. As can
be seen, these four groups are categorized based on the qualification obtained. The groups are
as follows:
• Engineers
• Engineering Technologists
• Engineering Assistants
• Engineering Technicians
The role of an engineer is to be a leader and coordinator in design, research and development
using the knowledge of mathematics and natural sciences gained by study, experience, and
practice, applied with judgment, to develop ways to economically utilize the materials and
forces of nature for the benefit of mankind. Since engineering involves a wide spectrum of
activities extending from the conception, design, development and formulation of new
systems and products, engineers often work closely with engineering scientists in developing
new technology via research projects.
Complementary to the engineers, the engineering technologist implement engineering works
by applying engineering and scientific knowledge combined with technical skills to support
engineering activities. Their areas of interest and education are typically application oriented,
while being somewhat less theoretical and mathematically oriented than their engineering
counterparts. They typically concentrate their activities on the applied design, using current
engineering practice. Technologists play key roles on the engineering team; they are typically
involved in product development, manufacturing, product assurance, sales, and programme
management.
17
The third and fourth qualification namely diploma and certificate will produce engineering
assistant and technician, respectively. It is good to note that engineering assistant known in
countries like Australia is similar to Malaysian Technical Assistant. These engineering
assistants are the supervisors of engineering work while the technicians are mainly the doers.
18
Table 2.1: Qualification Framework for Engineering and Engineering Technology of Selected Countries
Qualification
Profession
Job specs
UK
Germany
France
USA
Canada
India
Ireland
Australia
Turkey
Japan
Engineering
Degree
(4/5 years)
Engineer
MEng
Dipl-Ing
Dipl-Ing (FH)
Dipl-Ing/
DESS/DEA
Matrise
BS
BSc
BEng/
BTech
BE/BEng/
BSc(Eng)/
BAI
BE/BEng
BSc
BEng
Engineering
Technology
Degree
(3/4 years)
Engineering
Technologist
Leader and
Coordinator
in Design,
R&D and
Teaching
Implementer
of
engineering
works
BSc/BEng
Dipl-Ing
(BA)
Magistere/
License
BEngTech
BEngTech
-
BTech
BTech/
BEngTech
-
NA
Diploma
Engineering
Assistant
Supervisor
HND
DUT/BTS/
DEUG/
DEUST
AAS/AET
Diploma
of Tech
Diploma
ND/TD
Adv
Diploma/
Diploma
Diploma
Diploma
Certificate
Technician
Doers
HNC/Adv
GNVQ/
NVQ3
Certificate
Certificate
Certificate
NC/TC
Certificate
Certificate
Certificate
Meisterbrief /
Gesellenbrief
NA: not available
19
2.2
Malaysian EngineeringTEVT
The era of globalisation plays a crucial role in influencing the current trend in the engineering
TEVT. With the Washington, Sydney and Dublin Accords, the Engineering Institutions in
various countries are taking up the challenge not only to gain international recognition for
their engineering degrees, but also widening the scope of engineering recognition to include
engineering technologists and technicians.
There is a need to rethink engineering priorities in the light of global event and the changing
needs of the market place. As technology becomes more sophisticated, employers continue to
look for technicians who are skilled in the new technology and require a minimum of
additional training. The engineering technician level will be more in demand as this is the
area of greatest skill shortages.
A study of the TEVT system and the recognition path for TEVT in Malaysia provides some
insight to the trends of engineering TEVT in Malaysia. A survey on the requirements of the
industries on the type of engineers in Malaysia was also conducted to provide more
information in developing a path for the Malaysian engineering fraternity.
2.2.1 Malaysian Education System
The education system in Malaysia starts at preschool level. This is followed by six years of
primary education, 3 years of lower secondary and 2 years of upper secondary. For post
secondary education, students have a choice of continuing the academic line by attending the
sixth form in either the government or private schools for 2 years or matriculation
programmes either in private, public colleges or matriculation centers. Some students
continue their studies by taking two to three years diploma programmes either at government
polytechnics or private colleges, while some continue taking certificate programmes either at
polytechnics or colleges.
The tertiary education level in engineering normally takes four years to complete. A typical
student completes his/her studies in 16 or 17 years before graduating with a degree.
To become an industrialised nation, the country requires more scientists and engineers to
propel its growth. Based on the 1994 National Survey of Research and Development
conducted by the Malaysia Science and Technology Centre, the number of scientists and
engineers for every 10,000 population is extremely low. The national ratio was 7 compared to
82 in Japan, 76 in USA, 66 in Singapore and 26 in Taiwan. To increase the number of
scientists and engineers, the Government must provide greater opportunities and facilities for
students to embark on science and technology courses.
20
Currently, there are 17 public universities and university colleges and an almost equal
number of private universities. All universities offer bachelor degree while a few offer
diploma levels as well. There are 13 polytechnics in Malaysia and three new ones are under
construction. By 2005 the number of polytechnics in Malaysia is expected to double (Mahat,
2001). These polytechnics offer courses at certificate and diploma levels.
The need to cater for the growing population in education and coupled with limited places in
public universities, has spurred the growth of private colleges and universities. In 1992, the
number of private institutions of learning was 156, increased by 127% to 354 in 1996 and in
2000, there were 470 registered institutions. A total of 17 Community Colleges are already
in operations and over the next several years, one Community College will be built in every
parliamentary constituency (Mahat, 2001). It provides an alternative route to students who
do not enter the existing institutional set-up.
In the area ofTEVT, there are four main players, namely, Ministry of Education (MOE),
Majlis Amanah Rakyat (MARA), Jabatan Tenaga Rakyat (JTR) and Ministry of Youth and
Sports. The MOE offers engineering diplomas and certificate courses at its polytechnics,
engineering diploma courses at public universities and diploma in technological areas at some
public university colleges. Several educational institutions under MARA such as British
Malaysian Institute, Malaysian France Institute, and German Malaysian Institute offer
diploma levels related to technical and vocational education and certificate levels in its skill
institutes (IKM). The JTR Industrial Training Institutes under the Ministry of Human
Resource provides systematic training programmes to produce highly skilled workers in
technical areas for SPM school leavers at diploma and certificate levels. The curriculum for
these programmes are designed to fulfill the requirement set by the National Council of
Vocational Training (MLVK). Table 2.2 illustrates the relationship between the training skills
at different training institutions under the Manpower Department, Ministry of Human
Resource and their qualification levels. The Ministry of Youth and Sports are currently
adding more training institutes (IKBN) that provide skills training.
A summary of some Bachelor, Diploma and Certificate courses in technical related areas
offered in Malaysia, which include their entry requirements, duration and course distribution
is shown in Tables 2.3 a, b, c and d. Details of selected established colleges offering these
programmes are found in Appendix 2.
21
Table 2.2: Relationship between occupational categories and qualifications at different
Malaysian Manpower Department training institutes (source: JTR, ___)
Occupational
Category
Management
Supervisory
Qualification
Training Centres
SKM Level 5
Diploma in Advanced
Technology
SKM Level 4
Diploma Technology
JMTI
Training
Duration
1 Year
JMTI
1 Year
ADTEC
SKM Level 3
Operations
1 Year
SKM Level 2
ILP
SKM Level 1
ILP
1 Year
Table 2.3a: Selected Certificate Programmes in Malaysia
Name of Institution
Name of Qualification
Entry Qualification
No. of years
No. of semester
Polytechnic
Cert. of Eng.
SPM
3 credit with pass BM & BI
2
4 semester
EDI
Cert. of Eng.
SPM
Minimum of 2 credit
1
3 semester
2 semester/year
18-week/semester
51
12 (23.5)
33 (64.7)
6 (11.8)
Credit not given
3 semester/year
15-week/semester
54
8 (14.8)
34 (62.9)
12 (22.2)
None
Academic System
Total credit hour
Scientific Skills (%)
Technical Skills (%)
Generic Skills (%)
Industrial training
Table 2.3b: Selected Diploma Programmes at Government-backed Institutions
Name of Institution
KUiTTHO
GMI
MFI
Name of Qualification
Diploma in
Engineering
Technology
SPM, Polytechnic
Certificate or
equivalent or
MLVK
Level 2
3
6 semesters
2 sem/year
15-week/sem
97
17 (17.5)
16 (16,5)
58 (60.0)
6 (6.0)
Industrial Diploma
Diploma in
Technology
IKM (MARAUTM)
Diploma in
Technology
SPM 4 credits or
MLVK
Level 2 and Pass
Interview
SPM
4 credits
UiTM PreScience
CGPA >2
3
6 semesters
2 sem/year
18-week/sem
100
7 (7.0)
26 (26.0)
57 (57.0)
10 (10.0)
SPM
Minimum of 5
Credit or
IKM Technology
Certificate
3
6 semesters
2 sem/year
22-week/sem
91
18 (20.0)
19 (21.0)
42 (46.0)
12 (13.0)
Entry Qualification
No of years
No of semester
Academic system
Total credit
Scientific Skills (%)
Generic Skills (%)
Technical Skills(%)
Industrial training (%)
3
6 semesters
2 sem/year
20-week/sem
105
6 (5.5)
35 (32.1)
63 (57.8)
12 weeks
22
Table 2.3c: Selected Diploma Programmes at Private Institutions
Name of Institution
Name of
Qualification
Entry Qualification
No of years
No of semesters/
modules/terms
Academic System
Total credit hour
Scientific Skills
(%)
Generic Skills (%)
Technical Skills
(%)
Industrial training
(%)
Kolej
Damansara
Utama
Dip Eng
EDI
FIT
ITP
Lebuh Victoria
TATI
Dip Eng
City & Guild
City & Guild
BTEC HND
SPM
1 credit +
SPM
2 credit +
SPM 5 pass
STPM 2 P
SPM
2 credit +
2
2
2
2
STPM 3 P
Tahun Asas
TATI 2.0 CPA
2
6 semesters
6 semesters
16 modules
6 terms
4 semester
3 sem/year
14-week/sem
3 sem/year
15-week/sem
8
modules/year
5 wks/module
2 sem/year
15-week/sem
94
102
94
3 term/year
5 modules/
term
3 wks/module
93
20 (21.0)
11 (10.8)
28 (29.8)
12 (12.9)
10 (12.3)
12 (13.0)
62 (66.0)
17 (16.7)
62 (60.7)
10 (10.6)
56 (59.6)
9 (9.7%)
72 (77.4)
12 (14.8)
59 (72.9)
None
12 (11.8)
None
None
None
81
Table 2.3d: Selected Bachelor Degree Programmes at Public and Private Institutions
Name of
Institution
Name of
Qualification
UM
UPM
KUiTTHO
UniKL (MFI)
Bachelor of
Engineering
Bachelor of
Engineering
Bachelor of
Engineering
Entry
Qualification
Matriculation
STPM
Matriculation
STPM
Diploma
Matriculation
STPM
Diploma
Bachelor of
Engineering
Technology
STPM
Diploma
No of years
No of semester
Academic
system
Total credit
Scientific Skills
(%)
Generic Skills
(%)
Technical Skills
(%)
Industrial
training (%)
Project work (%)
4
8 semester
2 sem/year
15-week/sem
120
17 (14.0)
4
8 semester
2 sem/year
14-week/sem
133
18 (13.5)
4
8 semester
2 sem/year
15-week/sem
128
16 (12.0)
4
8 semester
2 sem/year
18-week/sem
159
21 (13.2)
Diploma in
Technology +
1 year
industrial
experience
3
6 semester
2 sem/year
20-week/sem
149
10 (6.5)
17 (14.0)
28 (21.0)
27 (21.0)
33 (20.8)
29 (20.0)
78 (65.0)
76 (57.0)
69 (54.0)
88 (55.3)
101 (68.0)
None
5 (4.0)
6 (5.0)
7 (4.4)
None
8 (7.0)
6 (4.5)
10 (8.0)
10 (6.3)
9 (5.5)
23
KUiTTHO
(GMI)
Bachelor of
Technology
2.2.2
Professional Training
The number of professional engineers registered with the Board of Engineers, Malaysia, as of
December 2001 is 10,528 and graduate engineers are 29,584. The BEM listed 93 disciplines,
where the most engineers registered as professional and graduate engineers are in Civil (5490
and 11938), followed by electrical (2110 and 4630), mechanical (2028 and 6512) and
chemical (284 and 1796). The number of professional engineers registered with the Board of
Engineers of other disciplines had mostly double and single digit registrant.
A graduate in engineering can register with BEM as a graduate engineer and after 4 years of
practical experience, sit for the professional interview conducted by the Institution of
Engineers, Malaysia (IEM). After passing the professional interview, the applicant applies to
the BEM for professional engineer (P.Eng) status. Those without any degree can obtain the
P.Eng. status by sitting for the Part 1 and 2 papers and currently, a part 3 has been introduced
in line with the Engineering Council UK move to bring the Examination to C.Eng degree
status.
At present, there is no formal registration for the existing engineering assistants, technologists
or technicians nor is there a prescribed pathway where those with such qualifications can
become professional engineers. The increase in the enrolment at diploma and certificate
levels (Appendix 3) and the important roles these groups of engineering fraternities play to
ensure successful engineering endeavors calls for an urgent need for such registration.
2.2.3 Career Path
Engineers
Graduates of Bachelor in Engineering at the moment are appointed as engineers in the J41
(previously J3 in SSB) category in the government new SSM scheme. Engineering graduates
who join universities with relevant masters degree are appointed as lecturers in the DS45
category in the SSM scheme. Those graduates who wish to be teachers in the technical
education service are appointed as technical teachers in schools or lecturers in polytechnics,
and they are placed in the DG41 category.
In the private sector the pathway is less clear but graduate engineers can be employed as
engineers upon graduation. The positions held by such graduates are process engineers,
project engineers, design engineers, or research engineers. Eventually they will progress to
the position of senior engineers or chief engineers. Engineers who have been in the industry
for a long time normally end up in the managerial positions such as engineering managers,
senior plant managers or production managers. Normally engineering graduates will register
for Professional Engineer status and then start their own consulting practice or engineering
related business after acquiring enough experience and networkings in the industry.
24
Engineering Assistants
Engineering Assistants are semi-professionals and their tasks are to assist the engineers.
Engineering Assistants are diploma holders in engineering or technology. Engineering
Assistants involve and/or assist in the supervision of installation, maintenance and operation.
In the government SSM scheme of service they are placed in J29 category. In the
manufacturing industry they work as production supervisors, line leaders or quality
supervisors. In the field of civil engineering they may be clerk of works or site supervisors.
Engineering Assistants can become engineers through taking a degree course in engineering,
or taking the IEM/BEM examinations.
Engineering Technicians
Engineering Technicians are certificate holders, and are usually from the Ministry of
Education Polytechnics. They have the skills in specific areas and are doers of engineering
tasks. As an example, air conditioning and refrigeration certificate holders from the Ministry
of Education Polytechnics are skilful in installation, maintenance and operations in air
conditioning and refrigeration systems.
In the private sectors, they are given designation according to their job function, for example,
maintenance technicians, quality control technicians and test technicians. In the government
SSM scheme they are placed in the J17 category. Technicians can become engineers through
taking a degree course in engineering or taking the IEM/BEM examinations.
Since the Bachelor degree in Engineering Technology is not currently offered in Malaysia,
the post of engineering technologist has not been created. The post of technologists (such as
food technologists) is not under the J category.
The existing career path for a bachelor, diploma and certificate holders in engineering in
different sectors is shown in Table 2.4.
Table 2.4: Pathways for Engineering Careers in Malaysia
Government
University
Polytechnic
Industry
Bachelor in
Engineering
Engineer (J41)
Lecturer
(DG41)
Engineer
Diploma in
Engineering
Technical
Assistant
(J29)
Technician
(J17)
With Masters
degree –
Lecturer (DS 45)
Technical
Assistant (J29)
Instructors
(DG29)
Assistant
Engineer
Technician (J17)
Skill Teacher
(DG17)
Technician
Certificate in
Engineering
25
Research
Institute
Researcher
(Q41)
Assistant
Researcher
(Q29)
Research
Technician
(Q17)
2.2.4
MEET Survey Report
To enhance and provide greater insight to the needs of institutions and industries in Malaysia
for engineering technologists and technicians, and to consider establishing some form of
recognition for the important role of engineering technologists and technicians in supporting
the work of engineers a survey was conducted.
The respondents were required to indicate their level of agreement for each statement using a
5-point Likert scale, with 1 indicating as least important to 5 as most important.
A total of 100 questionnaires were posted to various organizations. A total reply of 25 was
received. Most of the respondents (88%) are engineers in the various fields, especially
Mechanical and Civil engineering. The companies are consultancy firms, manufacturing
firms, contractors and also involved in plantations. The engineers required in the firms
surveyed are mostly Mechanical and Civil.
Survey Results and Discussion
1.
Importance of Professional Engineers.
Importance of Professional Engineers
3.12
The survey result showed that the status in Professional Engineers (PE) is not important.
2.
Roles of engineering workforce perceived in the industry
Engineers
Technicians
Engineering Technologists
Professional Engineers
4.00
3.40
2.62
2.0
The respondents perceive engineering workforce in the order of importance as engineers
(4.00), technicians (3.4), engineering technologists (2.62) and professional engineers (2.0).
3.
Main role of engineers in the industry
Apply proven techniques and procedures
Supervisory roles
Operation Managers
Designing
Forefront in developing engineering technology
Research and development
26
3.72
3.70
3.67
3.48
3.45
2.92
The question seeks to identify what are the main roles of the engineering workforce in the
company. It was found that the main roles are applying proven techniques and procedures
(3.72) followed by supervisory roles (3.70), operation managers (3.67), designing (3.48),
forefront in developing engineering technology (3.45) and least of all in research and
development (2.92).
4.
Characteristics of engineers the company is looking for
‘Hands on’ engineers
Adequate knowledge of the job
Have the necessary skills
Ability to do design work
Company needs more qualified technicians than
engineers
Highly qualified (academic) engineers
Duration of study more than 3 years
Prefers to hire technicians that can be upgraded
through training
Ability to do research and development
4.56
4.52
4.4
3.88
3.79
3.32
3.29
3.00
2.20
The most important characteristics that the companies are looking for are the ability to carry
out the jobs or ‘hands on’ engineers (4.56), followed by having adequate knowledge of the
job (4.52), having the necessary skills (4.4), ability to do design work (3.88), and the
company needs more qualified technicians than engineers (3.79). Having highly qualified
(academic) engineers (3.32) and duration of study more than three years (3.29), the company
prefers technicians that can be upgraded through training (3.0) and ability to do research and
development (2.2) are relatively unimportant characteristics.
5.
Training required for engineers
Specific technical needs of the company
Supervisory
Operations
Management
4.20
3.86
3.72
3.17
The most important training required identified by the respondents are specific technical
needs of the company (4.2) followed by supervisory (3.86), operations (3.72) and
management (3.17).
6.
Type of Engineering Personnel : ROUTE 1 or ROUTE 2
Route 1 (academic engineer)
Route 2 (engineering technologists and technicians)
27
50%
50%
The companies are equally divided on the type of engineering personnel required. However,
more than 80% of the respondents agree that an accreditation programme be developed for
engineering technology and engineering associates programmes. The majority of the
respondents also agreed that a path/route be developed for these programmes to enable the
Route 2 engineers be registered as engineering associates and 92% agreed that a suitable
pathway be developed for Route 2 engineers to articulate from one membership category to
another in Malaysia.
In conclusion the survey shows that:
• The roles of engineers, characteristics of the engineers in the industries and the
training described, indicate that the companies require engineering
technologists and technicians more than professional engineers.
• The respondents agreed that a path be created to enable engineering
technologists and technicians to be given due recognition.
28
2.3
Global Trend
This section discusses on the global status of engineering and engineering technology
education and the progression route to professional status.
2.3.1 Education Systems
Education system differs from country to country in terms of the number of years spent at
primary and secondary schools. However many countries nowadays provide a well-balanced
education system so that students will later able to choose any areas they are interested in at
tertiary education level.
The United States in particular, offers both public and private elementary and secondary
schools in which every child in America receives at least 11 years of education. In many
states, junior or community colleges offers programmes at certificate and associate degree
(diploma) levels to those interested in hands-on curriculum. These colleges provide a bridge
between high school and four-year Bachelor of Engineering Technology programmes for
some students (Rosnah, 2002).
Canada (Noordin, 2002), Japan (Osman, 1999) and Turkey (Jaafar, 2002) share almost
similar system with the US in which children have to undergo at least 11 years of schooling
from year 6 before being able to continue their tertiary education. Students may continue to a
four-year professional engineering degree or a two-year Diploma in Engineering programme
after high school. Those with diploma qualification may continue to degree programme if
they achieved certain standard, or join the work force as engineering technicians. College of
General and Vocational Education in Canada like Community Colleges in the US, offers two
years of general or three years of technical education between high school and university
(Noordin, 2002).
Unlike the US, Germany offers three-tier general schooling (elementary, lower secondary
level and upper secondary) and dual vocational training system. Children in Germany start
school at the age of 6, and from grades 1 through 4 attend elementary school (Grundschule),
where the subjects taught are the same for all. Then, after the 4th grade, they are separated
according to their academic ability, and attend one of three different kinds of schools:
Hauptschule, Realschule or Gymnasium. Beyond the Haupschule and Realschule lies the
Berufsschule (dual system), combining part-time academic study and apprenticeship. The
successful completion of an apprenticeship programme leads to certification in a particular
trade or field of work (Megat Johari et. al, 2002)
Australia on the other hand requires at least 12 years of schooling. Technical and Further
Education (TAFE) system in Australia has been developed so that the qualifications are more
in tune with industry needs. This is a system of vocational education and training at tertiary
29
level. TAFE qualification includes Advanced Diploma, Diploma courses, Certificate courses,
Apprenticeship training and Traineeships (Mariun, 2002).
Like Australia, children in India generally go through 12 years of school education. There are
two basic post-school technical education institutions in India. The polytechnics and colleges
of engineering offered engineering programmes in diploma and certificate level while
Universities, Technical Universities and Indian Institutes of Technology offer Bachelor and
higher degrees.
There are three types of engineering institutions in India, i.e. academic University, University
of Technology and Institute of Technology. In addition to these institutions, there are also
state universities, which offer degrees in Engineering and also affiliated colleges known as
Colleges of Engineering or Colleges of Technology which offers degree in Engineering,
affiliated to either a state or federal universities. The degrees in Engineering awarded are
Bachelor in Engineering in the academic University and Bachelor of Technology in the
University of Technology as well as in the Institute of Technology (Hasan, 2002).
In a UK education system students have to undergo 10 years of schooling and 2 years of ALevel before entering University education. Based on the A-Level achievement, students will
continue for either Higher National Diploma (HND), 3-year Bachelor of Engineering leading
to Incorporated Engineers, or 4-year Bachelor of Engineering leading to Chartered Engineer
status.
2.3.2
Engineering Technology Curricula
It should be noted that the title of qualification i.e. Bachelor of Engineering or Bachelor of
Engineering Technology are not consistently used globally, as shown in Table 2.5.
Universities in India, for example the Indian Institute of Technology, name the degree as
Bachelor of Technology. The UK universities use Masters of Engineering (M. Eng), whereas
in the US universities Bachelor of Science (Engineering). In Malaysia the qualification is
known as Bachelor of Engineering. As such, the curricula comparisons among the
programmes offered in this report, are not based on the title of the qualification, but on the
contents, course durations, entry qualifications and the path towards professional engineering
qualifications.
Engineering technology programme may be defined as a programme that prepares graduates
who are able to work with/assist to complement professional engineers. The graduates are
exposed to almost similar courses with those of the engineering curricula, except that the
distribution of theories and practicals are different. Lahndt (1998) said “Hands-on design
happens when students work on realistic, or preferable real-life, design problems with
outcomes going beyond drawings and reports, to involve presentation of working
prototypes”. The Open Polytechnics, Australia states that Bachelor of Engineering
30
Technology has been designed for people with an aptitude for mathematics and science who
would like to work as technologists, in complementary with professional engineers.
Table 2.5: Programme of Study for Bachelor of Engineering and Bachelor of Engineering
Technology
Country
B. Eng or its
equivalent / duration
Entry (years of
education)
Australia
B.Eng or BSc. (Eng)
/ 4 years
HSC (13)
U.K.
M. Eng. or B.Eng /
4 years or 3 years
U.S.A
BSc. (Eng) /
4 years
B.Eng or B.Tech / 4
years
A Level with 24
or 18 UKAS
points (13)
SAT (12)
New Zealand
NA
Malaysia
B. Eng. /
STPM (13)
4 years
NA: information not available.
* Considered as equivalent according to Sydney Accord.
B. Eng. Tech.
or its equivalent
/ duration
*BSc.
(Technology) /
3 years
*BSc /
3 years
Entry (years of
education)
B. Eng. Tech./
4 years
*BSc.
(Technology) /
3 years
Not available
SAT (12) / Assoc.
Degree
A level : 3 passes
incl. 1C (13)
HSC (13)
A Level/ AS Level
(13)
Not Available
The trend of education in Europe (other than UK) is leaning towards more technical
approach. Students who have high academic achievement may choose or are attracted to
technical institutes instead of the academic universities due to its good job-placement rates.
In Germany, for example, training is aimed at providing a highly skilled workforce through a
variety of institutions such as applied science university (fachhochschulen), vocational
academies and technical trade schools. These institutions have different levels of entrance
requirements, duration of study and alliance with industry. The average duration to graduate
from the fachhochschulen is 4.5 years and it is an important institution in training engineers
in Germany. In Badenburg, Germany there are also other technical training institutions
known as Berufsakademie that integrate practical training in industry with theoretical
education in local universities.
Engineering technology students receive an education that stresses the practical application of
engineering principles. In the USA, the Bachelor of Engineering Technology takes similar
duration (4 years) with those of the Bachelor of Science (Engineering). The subjects covered
however, differs in terms of practical and theoretical aspects. Students who entered the
Bachelor of Engineering Technology programmes in the USA normally require lower entry
academic requirement or achievement. Premier engineering universities such as Stanford,
Purdue, Michigan or MIT do not offer the programmes. The programmes are only offered by
“secondary universities” such as Michigan University of Technology or community colleges
31
attached to the premier universities. Similar trends can also be found in the UK, Australia and
New Zealand where the premier universities do not normally offer the Bachelor of
Engineering Technology.
Examples of curricula from selected universities in various countries are shown in Table 2.6
through Table 2.11 for different disciplines for both degree and diploma levels. Comparison
between these curricula indicates that the engineering technology degree in the USA requires
an additional year due to the presence of basic sciences subjects such as physics, chemistry
and mathematics and also non-engineering subjects which include communication, languages
and humanities.
It can be seen from Table 2.6 that the technical content for Civil Engineering Technology
programmes between these universities are comparable and almost similar. The Australian
university may produce engineering technologist who are very competent, but they may not
be well rounded as compared to the engineering technology graduates of the US universities
due to lack of generic skills. The Australian engineering technology programme is usually at
diploma level and vocationally orientated. The programmes provides students with the
knowledge and skills that are necessary to obtain employment as an engineering technologist
and to be admitted as an Engineering Technologist with the Institution of Engineers,
Australia. It provides students with a core of basic analytical and communication skills,
common to all branches of engineering, and then permits students to undertake in depth study
in specialized areas. In addition, students are equipped with a basic knowledge of the
industrial and social environments in which they will function as engineering technologists.
Similar to Civil Engineering Technology programme, technical content for both Mechanical
and Electronics in various countries are comparable and almost similar, as shown in Table 2.7
and 2.8 respectively. The US programmes, however, emphasise more on scientific
competencies and generic skills with a sizable amount of professional courses. The UK
system on the other hand, focuses more on the technology part by providing more
professional courses. The Australian system opts for a moderate combination of scientific,
generic and professional courses.
Like Bachelor of Engineering Technology programmes, the Diploma of Engineering
technology programmes show similar trends in term of courses offered. Countries like the
USA and Canada provide more broad-based (See Tables 2.9 through 2.11 for examples of
courses for Diploma of Engineering Technology in Civil, Electronics and Mechanical
respectively) contents ranging from fundamental mathematics and science courses to
professional and generic courses. However, UK systems still focus more on the professional
courses even though the duration of the programme is two years for all selected countries.
32
Table 2.6: Example of Courses for B.Eng.Tech.(Civil) in Australian and American Universities
University
Queensland University of Technology,
Australia
(Anon, 2003h)
Bachelor of Technology (Civil)
(3 Years [2 semester + 1 trimester/year] –
288 credits)
Eng. Mathematics 1, 2 &3, Eng.
Computing, Statics,
Material Science, Environmental Science.
Central Connecticut State University, USA
(Anon, 2003a)
Generic Skills
Engineering Drwg Interpretation, Eng.
Graphics, Computer Aided Drafting,
Drafting steelwork, Drafting RC
structures, Reports Presentation, Writing
Workplace Documents, Drafting Roads
and Pipelines
Writing Composition, Public Speaking,
Technical Writing
Introduction to CAD
General Education Studies (44 Credits)
Professional Skills
Strength of Materials, Quality Concepts,
Planning Estimating and Costing,
Construction Techniques A&B,
Environment Engineering, Load Analysis,
Geometric Roads Design,
Survey,Stormwater Drainage, Project
Management, Civil Estimating, Civil Eng.
Computer Applications, Structural
Engineering, Geotechnical Engineering,
Hydraulic Engineering, Water and
Wastewater Eng., Municipal Design,
Professional Studies, Investigation
Project
Introduction to Surveying
Applied Fluid Mechanics
Structural Analysis
Soil Mechanics and Foundation
Transportation Engineering
Structural Steel and Concrete Design
Hydrology and Storm Drainage
Materials of Construction
Computer Programming Construction
Documents
Advanced Electrical Circuits
Applied Thermodynamics
Environmental Technology
Programme
(Duration – Credits/Units)
Scientific Skills
Bachelor of Science in Civil Engineering
Technology
(4 Years – 130 Credits)
Trigonometry, Calculus I & II, Statistics,
Introduction to Engineering Technology,
University Physics I and II, Chemistry I and II,
Applied Mechanics – Statics and Dynamics,
Strength of Materials
Metropolitan State College of
Denver, USA
(Anon, 2003b)
Bachelor of Science in Civil
Engineering Technology
(4 Years – 128 Credits)
Chemistry
Physics I & II, Physics Laboratory
Calculus I & II
Mechanics I & II
Technical Programming
Mechanics of Materials
Thermodynamics
Public Speaking
Technical Drawing I & II
Economic Principles
Structural Drawing
Technical Writing
Engineering Economy
General Studies
Intro. Structural Analysis
Fluid Mechanics I&II
Environmental Technology
Construction Methods
Civil Technology
Construction Surveying
Concrete Design I&II
Steel Design I&II
Timber Design
Route Surveying
Construction Estimating
Construction Law
Table 2.7: Example of Courses for B.Eng.Tech.(Electronics) in various countries
University
University of South Queensland,
Australia
(Anon, 2003c)
BEngTech in Electrical and Electronic
Engineering
(3 years – 24 units)
Kansas State University, USA
(Anon, 2002m)
Sheffied Hallam University, UK
(Anon, 2002n)
B.Sc in Electronics Engineering Technology
(4 years – 127 credits)
BEng (Hons) in Electronic
Engineering
(3 years)
Scientific Skills
Foundation Mathematics, Engineering
Problem Solving I and II, Engineering
Materials, Computer Engineering
Engineering Principles, Mathematics
Computing, Introduction to
Programming, Computer Modeling
and Math for Electronic
Generic Skills
Principles of Professional Engineering
and Surveying, Technology and Society,
Engineering Management
Professional Skills
Electronics Circuits, Electrical
Technology, Introduction to Engineering
Design, Electrical Measurement and
Analysis, Telecommunication Principles,
Embedded System Design, Electronic
Workshop and Production, Electronics
Systems, Control and Instrumentation,
Electrical Plant, Electronic Measurement,
Power Electronics Principles and
Applications, 4 other professional
electives
College Algebra, Plane Trigonometry,
Introduction to PC Software, Analytical
Geometry, Calculus I, General Physics I,
Applied BASIC Programming, Chemistry
Advanced Mathematics
Expository Writing I and II, Public Speaking,
Technical Writing, Science Elective,
Humanities or Social Sciences (15 credits),
Business Elective
Direct Current Circuits, Alternating Current
Circuits, Semiconductor Electronics,
Electronic Intrumentation and Measurement,
Linear Circuit Design, Electronic
Manufacturing I and II, Digital Logic, CAD
Applications in Electronics, RF
Communication System, Microprocessor
Fundamentals, Electric Motors and Controls,
Applications in C for Eng. Tech, Industrial
Electronics, Technical Elective (6 credits),
Telecommunication Systems, Advanced
Network Analysis, Digital Circuits and
Systems, Electronic Communication,
Electronic Design Lab, Advanced Data
Communication
Programme
(Duration – Credits/Units)
34
Industrial Studies and Professional
Development, Professional
Engineering Formation
Professional Engineering Formation,
Electrical Principles, Electronic
Engineering I, II and III, Signal and
Systems, Computer System
Engineering, Option Courses (2),
Professional Development and
Project Planning, Project,
Optoelectronics, Microelectronics,
System Applications
Table 2.8: Example of Courses for B.Eng.Tech.(Mechanical) in various countries
University
Programme
(Duration – Credits/Units)
Scientific Skills
University of South Queensland,
Australia
(Anon, 2002o)
BEngTech in Mechanical Engineering
(3 years – 24 units)
Foundation Mathematics, Engineering
Problem Solving I and II, Engineering
Materials, Engineering Statics,
Thermodynamics, Introduction to Fluid
Mechanics.
Generic Skills
Principles of Professional Engineering
and Surveying, Technology and Society,
Engineering Management
Professional Skills
Introduction to Engineering Design,
Mechanical Drafting, Manufacturing
Process, Electrical Technology, Machine
Stress, Machine Dynamics, Design of
Machine Elements, System Design
Materials Technology, Engineering
Management Science, Production
Engineering, 2 other professional
electives
Kansas State University, USA
(Anon, 2002d)
Nottingham Trent University, UK
(Anon, 2000e)
B.Sc in Mecahnical Engineering Technology
(4 years – 128 credits)
College Algebra, Applied Plane,
Trigonometry, Introduction to PC Software,
Analytical Geometry, Calculus I &II, General
Physics I, Applied BASIC Programming,
Chemistry I, Advanced Mathematics, Statics,
General Physics I, Fluid Mechanics I, Basic
Electronics
Expository Writing I and II, Public Speaking ,
Technical Writing, Science Elective,
Humanities or Social Sciences (15 credits),
Business Elective, Principles of
Macroeconomics
Technical Graphics, Manufacturing Methods,
Mechanical Detailing, CNC Machine
Processes, Physical Materials and Metallurgy,
Materials Strength and Testing, Automated
Manufacturing Systems I &II, Dynamics of
Machines, Machine Design Technology I &II,
Sophomore Design Project, Computer Aided
Solid Modeling, Elements of Mechanisms,
Applications in C, Programming for
Engineering Technology, Advanced Materials
Science, Fluid Mechanics II, Advanced
CAD/CAM, Electric Power and Devices,
Industrial Instrumentation and Controls,
Senior Design Project I &II, Tool Design for
Manufacturing, Thermodynamics and Heat
Transfer
BSc(Honours) in Engineering
(Mechanical) (3 years)
Engineering Principles, IT and
Communications, Engineering
Mechanics
35
The Engineer Today, Organisation
and Business
Design and CAD, Engineering
Projects, Power and Control,
Engineering Design, Manufacturing
and Materials, Major Project, Design
Project, Thermofluids, Applied
Mechanics, Control System Design,
Applied Engineering Option
Table 2.9: Example of Courses for Diploma Eng.Tech.(Civil) in various countries
University
Fanshawe College, Canada
(Anon, 2002p)
Programme
(Duration – Credits/Units)
Civil Eng. Technology Diploma
(3 Years)
Scientific Skills
Basic Autocad, , Fundamentals of
computation, Mathematics in Technology
I&II, Calculus, Mechanics of Materials,
Statistics
Language & Communication Skills
1,2&3, Workplace legislation, Computer
operations, Intermediate Autocad
Highway Design Fundamentals, Civil
Eng. Drawing, Static, Electronic Surveys,
Survey Camp, Fluid Mechanics, Theory
of Structures, Building Science,
Construction Materials, GIS, Intro. to
Plane Surveying, Construction Methods,
Highway Technology I & 2, Soil
Mechanics Hydrology, Storm and
Sanitary Drainage Design, Economics of
Civil Eng., Steel Design & Drawings,
Contract Administration,
Quantities, Municipal Engineering, RC
Design, Foundations, Civil Eng.
Computer Application, Environmental
Drafting, Environmental Technology
Generic
Professional Skills
Ethio-Swedish Institute of Building
Technology (ESIBT), Adis Ababa , Etophia
(Anon, 2002q)
Building Technology Diploma
(3 Years)
Chemistry for Bldg. Engineers, Physics 1&2,
Mathematics I & 2, Building Materials 1&2,
Engineering Mechanics, Strength of
Materials 1 & 2
College English 1 & 2, Building Drawing
1&2, Comp. Application for Building,
Sophomore English
Surveying and Setting Out 1 & 2, Building
Construction 1 & 2, Building Workshop 1 &
2, Arch. Planning & Design 1&2, Theory of
structures, Soil Mechanics & Foundation,
Environmental Water Supply & Sanitary,
Road Construction, Technical Report writing,
Building Con. Management, Fund. of
Structural Design, Quantity Surveying &
Specification, Building Road Construction,
Building Site Supervision,
36
Victoria University, Australia
(Anon, 2002r)
Advanced Diploma of Engineering
Technology (Civil)
(2 Years)
Engineering Mathematics,
Geoscience Geology, Statics, Civil
Eng. Materials 1, Intro to Strength of
Materials,
Workplace Communication,
Engineering Computing, Eng.
Graphic, CAD A&B,
Load Analysis, Drafting RC,
Drafting Roads, Drafting Steelwork,
Hydraulics Mechanics, Introduction
to Road Engineering, Survey
Compilation, Survey Measurement
1&2, Occupational Health & Safety,
Eng. Organization, Poject
Management, RC Design 1&2, Beam
& Column Analysis, Civil
Construction Techniques, Civil
Estimating, Foundation 1&2, Steel
Design, Timber Design, Site
Investigation, Civil Eng. Computer
Application, Civil Eng. Projects,
Planning/Estimating, & Costing,
Table 2.10: Example of Courses for Diploma Eng.Tech.(Electronics) in various countries
University
Kwantlen University College, Canada
(Anon, 2002t)
Salina College, Kansas State University, USA
(Anon, 2002m)
Sheffield Hallam University, UK
(Anon, 2002n)
Programme
(Duration – Credits/Units)
Diploma in Electronics Engineering
Technology
(2 years)
Computer Applications, Engineering
Mathematics I and II, Applied Physics I
and II, Differential Equations, C++
Programming
Business and Technical, Communication,
Engineering Economics I and II
Associate Degree in Electronics Engineering
Technology
(2 years – 68 credits)
College Algebra, Plane Trigonometry, Intro to
PC Software, Analytical Geometry and
Calculus I, General Physics I, Applied BASIC
Programming, Chemistry
Expository Writing I, Technical Writing,
Humanities or Social Sciences (3 credits)
Electric Circuits I and II, CAE Graphics
and Fabrication, Electronics Circuits I, II
and III, Digital System I and II,
Communications I, II and III, Signal and
Systems, Electrical Machines, Advanced
Microprocessors, Control Systems, Work
Project
Direct Current Circuits, Alternating Current
Circuits, Semiconductor Electronics,
Electronic Intrumentation and Measurement,
Linear Circuit Design, Electronic
Manufacturing I and II, Digital Logic, CAD
Applications in Electronics, RF
Communication System, Microprocessor
Fundamentals
Higher National Diploma in
Electronic Engineering
(2 years)
Engineering Principles, Mathematics
Computing, Introduction to
Programming, Computer Modeling
and Math for Electronic Engineering
Industrial Studies and Professional
Development, Professional
Engineering Formation
Electrical Principles, Electronic
Engineering I, and II, Signal and
Systems, Computer System
Engineering, Option Courses (1),
System Applications
Scientific Skills
Generic Skills
Professional Skills
37
Table 2.11: Example of Courses for Diploma Eng.Tech.(Mechanical) in various countries
University
Programme
(Duration – Credits/Units)
Scientific Skills
Generic Skills
Professional Skills
Swinburne University of Technology,
Australia
(Anon, 2003f)
Advanced Diploma of Engineering
Technology (Mechanical Engineering)
(2 years – 27 modules)
Calculus, Engineering Mathematics,
Materials Science, Engineering
Computing, Introductory Dynamics, Fluid
Mechanics 1, Thermodynamics 1,
Introduction to Strength of Materials,
Static
Presenting Reports
CAD, Engineering Graphics, Engineering
Drawing, Mechanical Drive Components,
Workshop Practices (Fabrication),
Workshop Practices (Machining),
Manufacturing Processes, Drafting
Mechanical – Drive Systems, Materials
Engineering, Advanced Machine Design,
Dynamics of Industrial Machines,
Machine Design, Thermodynamics 2,
Fluid Mechanics 2, Advanced Dynamics,
Advanced Strength of Materials
Kansas State University(Salina), USA
(Anon, 2002s)
Southampton Institute, UK
(Anon, 2003g)
B.Sc in Mecahnical Engineering Technology
(2 years – 68 credits)
BTEC HND Mechanical Engineering
(2 years – 18 units)
College Algebra, Applied Plane
Trigonometry, Analytical Geometry, Calculus
I, General Physics I, Applied BASIC
Programming, Chemistry I, Static, General
Physics I, Fluid Mechanics I, Basic
Electronics
Expository Writing I, Technical Writing,
Science Elective, Humanities or Social
Sciences (3 credit)
Technical Graphics, Manufacturing Methods,
Mechanical Detailing, CNC Machine
Processes, Physical Materials and Metallurgy,
Materials Strength and Testing, Automated
Manufacturing Systems I , Dynamics of
Machines, Machine Design Technology I,
Sophomore Design Project
Engineering Science, Mechanical
Principles, Analytical Methods of
Engineers
38
Business Management Techniques,
Quality Assurance and Management
Digital and Analog Devices,
Manufacturing Processes, Further
Analytical Methods, Design for
Manufacture, Robot Technology
Advanced machine Tools, Project
Management, Materials Engineering
Control Systems and Automation,
Project, Engineering Applications
2.3.3 Characteristics and Outcomes
Table 2.12 summarises the expected to have attributes/ability for graduates of accredited
engineering and engineering technology programmes (1 Washington Accord, 2003; 2 IEAust,
2001a; 3 IEI, 2000; 4 ABET, 2001; 5 IEAust, 2001b).
Table 2.12 Attributes/Ability of Engineering and Engineering Technology Graduates
Engineering
Engineering Technology
• apply mathematics, science and
• an appropriate mastery of the knowledge,
engineering science for the design,
techniques, skills, and modern tools of
operation and improvement of systems,
their disciplines 4, 5
processes and machines 1, 2, 3
• an ability to apply current knowledge and
adapt to emerging applications of
mathematics, science, engineering, and
technology 4
• formulate and solve complex engineering • an ability to identify, analyze, and solve
problems 1, 2, 3
technical problems 4
• an ability to conduct, analyze, and
interpret experiments and apply results to
improve processes 4
• an ability to apply creativity in the design
of systems, components, or processes
appropriate to Programme objectives 4
• an ability to function effectively in teams,
4, 5
•
•
•
communicate effectively 1, 2, 3
engage in lifelong learning and
professional development 1, 2, 3
act in accordance with the ethical
principles of the engineering profession 1,
•
•
•
an ability to communicate effectively 4, 5
a recognition of the need for, and an
ability to engage in lifelong learning 4, 5
an ability to understand professional,
ethical, and social responsibilities 4, 5
2, 3
•
•
function in contemporary society 1, 3
understand and resolve the
environmental, economic, societal
implications of engineering work 1, 2, 3
•
•
respect for diversity and a knowledge of
contemporary professional, societal, and
global issues 4, 5
a commitment to quality, timeless and
continuous improvement 4
As a whole the engineering technology curricula are to educate and train individuals for
industrial positions requiring a sophisticated, but applied technical orientation. Graduates will
be capable of solving design and applied engineering problems, as well as performing
managerial, business and sales function.
2.3.4 Professional Status
In the United Kingdom, it is the Engineering Council that sets the standard for registration as
professional engineer or technician as:
•
Chartered Engineer (CEng)
•
Incorporated Engineer (IEng)
•
Engineering Technician (EngTech)
To become a chartered engineer, the graduate must follow a 4-year academic study (e.g.
accredited MEng degree) or 3-year accredited BEng (Hons) degree plus one year of
'matching section' such as an integrated programme of work and study known as the
Integrated Graduate Development Scheme. Graduates from a 3-year academic study (e.g. 3year degree accredited for IEng status or, the 2-year HND plus a 1-year 'matching section')
can only register for IEng. There is no pathway for them to becoming a chartered engineer
except through the Engineering Council examination (Part I, II and III). Registration as a
Chartered Engineer is only possible after having completed a professional review including
interview. As a guideline, four to five years of post qualification engineering or technical
experience with at least two years in a substantive post is expected to provide sufficient
evident of competency.
.The Institution of Engineers, Australia (IEAust) on the other hand recognizes four
occupational categories in the engineering team in Australia:
• Professional Engineer
• Engineering Technologist
• Engineering Associate
• Engineering Technician
The academic qualification that leads to the Professional Engineer category is a four-year
Bachelor of Engineering degree gained after 12 years of schooling or equivalent. In order to
be an Engineering Technologist, a three-year Bachelor of Technology gained after 12 years
of schooling or equivalent is required. A two-year Diploma of Engineering gained after 12
years of schooling or equivalent is required to be an Engineering Associate. However,
Engineering Technologist and Engineering Associate can proceed to the Professional
Engineer path through a matching section by taking additional courses from an approved list
of courses of the IEAust.
In Germany, graduates from University, Fachhochschule (FH) and Berufsakademie (BA) are
recognised as Professional Engineers by both public and private sectors in Germany. The
qualification from Universities and Fachhochshulen as well as Berufsakademie meet different
needs of the industry. Graduates from Universities are more research oriented while
40
graduates from FH's and BA’s are application oriented. The BA’s and FH's are more
preferred by industry.
All engineering graduates are accepted as fully qualified engineers upon graduation as
stipulated in Germany's University Education Law. The law only allows approved
universities to conduct engineering programmes. The law also specifies the syllabus and
curriculum that are to be followed for a particular engineering degree.
In the USA licensing laws vary from state to state and are exclusively under the control of the
individual state legislatures. But generally, the licensure laws for professional engineers
require graduation from an accredited, four-year engineering curriculum followed by
approximately four years of responsible engineering experience, and finally the successful
completion of a written exam.
Generally a candidate for engineering licensure take the Fundamental of Engineering (FE)
Examination during the senior year, start work in an engineering position immediately after
graduation, and begin to accumulate qualifying engineering experience in order to take the
Principles and Practice of Engineering (PE) Examination at the earliest opportunity.
In some states it is possible for non-engineering graduate to obtain the PE licensure by
providing certain number of years of experience to substitute for each number of year of
education.
The National Institute of Certified Engineering Technologist (NICET), which is a division of
the National Society of Professional Engineers (NSPE) provides nationally-applicable
voluntary certification programmes covering several broad engineering technology fields and
a number of specialized subfields. This certification does not entitle the certificant to practice
engineering, which is regulated by the state licensing board.
The Engineering Technologists Certification Programme is awarded at two grades, the
Associate Engineering Technologist (AT) and Certified Engineering Technologist (CT). The
certification criteria require graduation from an engineering technology bachelor’s degree
programme accredited by the Technology Accreditation Commission of the Accreditation
Board for Engineering and Technology (TAC/ABET) coupled with the relevant work
experience and endorsement from qualified individuals. The AT grade is available upon
graduation and the CT grade requires a minimum of five years work experience (Rosnah,
2002).
In India graduates from the 4-year engineering programme can join the Indian Institutes of
Engineers (IIE) as graduate member upon graduation. The next grade of membership is
Associate Member, which can only be awarded after ten years of experience while the
41
highest membership grade is Fellow member, which is awarded 5 years after obtaining the
Associate Member status. Graduates can practice engineering upon completing their studies.
Engineering graduates in Turkey are required to register with the Association of Engineers
before they can join the workforce. They would require a minimum of five years of
experience before they are allowed to register as full member, whence they can own their
own engineering practice. A further seven years is required before they can sit for
examination to be full professional engineers. (Jaafar, 2002)
In Canada the academic requirements needed to become a professional engineer are to meet
education standards (4-year programme of 124 credits) established by Canadian Engineering
Accreditation Board (CEAB) or its equivalence established by each state professional
engineer society. Alternatively, a series of at least 20 three-hour examinations can be taken to
gain entry to the profession, and normally done in industry. They must also pass the
Professional Practice Examination (PPE) on engineering law and ethics, and meet
engineering experience requirements. There is no engineering technologist professional
certification despite some universities offering bachelor degree in engineering technology.
Most of the engineering technology programmes are at diploma and certificate levels and
conducted at various colleges.
In Ireland, those applying for the prestigious registered professional titles of Chartered
Engineer (CEng MIEI), Associate Engineer (AEng AMIEI) or Engineering Technician (Eng
Tech IEI) must also undergo a Professional Review following some years of engineering
work experience. However, The Institution recognises that individuals may acquire and
develop engineering skills and knowledge in various ways, both within and outside an
educational institution. Therefore, consideration is given for those who meet the appropriate
criteria as a result of holding alternative qualifications and/or learning gained from
experience.
Holders of engineering-related qualification in such disciplines as physics, technology or
computing and who can demonstrate they have suitable knowledge and expertise in a branch
of engineering over a period of two or more years (three for MIEI), may apply under the
“Individual Case Procedure” (ICP).
Applicants with some or no qualifications in engineering, who can demonstrate suitable
knowledge and expertise in a branch of engineering over a significant number of years, and
have a proven track record of functioning at a professional engineering level, may apply via
the “Mature Route Procedure”(MRP).
Alternatively, it is possible to qualify for Ordinary Membership through the IEI Examination,
provided applicants meets specified entry standards. The curriculum, which is based on a
programme, which allows a limited choice of subjects to cater for different engineering
42
specializations, involves two levels - Part 1 and Part 2. By holding other technological
qualifications, applicants could be entitled to exemptions from certain subjects (Megat Johari,
2002).
The professional engineering experience and training expected by the professional
institutions is similar to that stipulated by FEANI include the following (Anon, 2003g):
• The soulution of problems requiring the application of engineering science in the
fields such as research, development, design, production, construction, installation,
maintenance, engineering sales and marketing, and
• Management or guiding of technical staff, or
• The financial, economical, statutory or legal aspects of engineering tasks, or
• Industrial and/or environmental problem solving
2.3.5 Para Professional Status
In the UK, EdExcel National Certificates and diplomas or Advanced GNVQs are required in
order to become Engineering Technicians. With these qualifications, students can also gain
access to Higher National Diploma (HND) and later degree course. Alternatively, at least one
A-level or appropriate GSEs are required to enter HND courses in engineering
In Germany, student that has less academic performance (e.g Hauptschule, Realschule), will
opt for apprentice training through dual system training. The system is called 'dual' because
vocational training takes place both in the company and in part-time vocational school. The
company provides the apprentice mostly with practical training.
Graduate from apprenticeship training obtained Facharbeiter (a skilled worker) certificate
that allows them to work as a skilled worker/technician of the trade. After obtaining a
certification, the person is allowed to work by law in their respective trades. For example, a
person that wants to work in motor mechanics must obtain the apprenticeship qualification.
After 2 to 3 years of industrial experience, the skill worker/technicians can go for further
education to obtain meister certification.
The meister qualification allows the person to become a trainer in dual-system in industry.
Graduate from the vocational training (Fachaibeiter certificate) or meister qualification may
pursue academic study at FH to obtain Dipl-Ing. after obtaining a university entrance
certification called Fachhochshulreife. This certification can be obtained through full-time
studies between 1-2 years at the Fachobershule.
The engineering technician certification programme is based on job-task competency and
general knowledge-based. The job-task competency programme requires the candidate to
have relevant experience to the desired certification, a written examination, supervisor
evaluation of On-the-Job performance and recommendation from a qualified individual. It is
43
awarded at 4 levels, each level representing a certain level of performance capabilities. The
general knowledge-based certification is designed to evaluate the knowledge acquired by
graduates of an engineering technology associate degree programme. Certification is awarded
at four grades as follows:
• Technician Trainee (TT)
• Associate Engineering Technician (AET)
• Engineering Technician (ET) and,
• Senior Engineering Technician (SET)
The certification criteria are relevant work experience, a written examination which involves
a Part A (fundamentals) and on a Part B (discipline specific), and recommendation from a
qualified individual. The TT grade also does not require any work experience if possesses an
appropriate associate degree, otherwise a minimum of two years are required. The ET and
SET grades require passing of the Part A and B of the examination.
Diploma and Certificate in Engineering in India are only offered by polytechnics, colleges of
engineering and Colleges of Technology, with 3-year duration of study. The diploma
graduates are considered as assistant engineers and certificate holders are technicians.
Diploma holders with good diploma can proceed to university but will have to start from year
one, with no credit transfer. Technicians can also become engineers by passing Part A and B
examination conducted by IIE (Hasan, 2002).
In Canada certified engineering technicians and technologist is generally classified in 3
categories. These are Certified ASTT, Associate, and Graduate Technologist/Technicians.
The Applied Science Technicians and Technologists (ASTT) Act recognises two professional
group as follows:
•
Applied Science Technologists (AScT) – persons who have completed an acceptable
programme of studies (usually a Diploma of Technology or academic equivalent) and
who have at least two years of current practical experience (minimum one year
Canadian experience) in a position of responsibility that reflects a technologist level
of education.
•
Certified Technician (CTech) – persons who have completed an acceptable
programme of studies (usually a Certificate of Technology or academic equivalent),
and who have at least two years of current practical experience (minimum one year
Canadian experience) in a position of responsibility and that reflects a technician level
of education.
Persons who are employed or practice but have only Grade 12 education and lack of full
academic required for certification are classified as associates. Alternatively, those with full
44
academic qualification but have not yet satisfied the experience requirement can also be
classified as Associate.
Persons who have completed accredited technologist or technician programme but have not
yet satisfied the experience requirement for certification are classified as graduate
technologist/technician.
The Board of Examiners who evaluates application requires that a person provide evidence of
attaining a minimum of two years of acceptable, relevant, progressive, accumulated
experience, verified by acceptable references. (Noordin, 2002)
45
2.3
Summary
Basically, the education system in the countries reviewed require between 11 to 13 years of
schooling before pursuing higher education at certificate, diploma and degree levels. The
review on the existing global trend of the engineering programmes indicates a myriad of
approaches to the way the curricula are formulated. The content of the syllabus, mode of
delivery and assessment method are the major elements in ensuring and differentiating
appropriate level of education. There may not be a significant difference in the content of the
syllabus but the depth of the subjects could be different between curricula.
Table 2.13 shows the percentage distribution of the three categories of the curriculum,
namely, scientific, professional and generic for some higher institutions. This categorisation
is based on the Malaysian Engineering Education Model study (MCED/IEM, 2000) with the
generic category referring to global and strategic, industrial, and humanistic skills. The
summary provides a basis for comparing the emphasis given in each category by the
institutions.
There is a trend of increasing demand for engineering technologists globally. Engineering
technologists play a complementary role for engineers and they are a vital component of the
workforce for a nation to be industrialised. They are heavily involved in implementing
engineering works and applying engineering and scientific knowledge, combine with
technical skills to support engineering activities. There is a subtle difference in the definition
between engineers and engineering technologists, but their roles are distinct, as reflected in
Table 2.12. Engineering technologists are the closest to the engineers in the occupational
spectrum as shown in Figure 2.1.
Diplomas and certificates in engineering and engineering technology and bachelor in
technology are already established. However, Malaysia needs to enhance her engineering
technology sector by providing programmes at Bachelor’s level in engineering technology.
As such the engineering technologists will complement the work of traditional engineers. To
establish and formulate the Bachelor of Engineering Technology (B.Eng.Tech.) in Malaysia,
it requires input from the engineering model characteristics and the global practices, as well
as the industry needs. Taking all these factors into consideration, the proposed B.Eng.Tech.
model by the study which is expected to meet the needs of the industry and the country as a
whole, and should be embraced by the institutions of higher learning.
A summary of the percentage distribution for the three categories in the curriculum at
different levels of engineering technology programmes, offered in the various countries, is
given in Table 2.14. The generic skills are essentially none in some certificate and
undergraduate engineering programmes. However, the generic skills such as communication
skills are desirable for a worker to function effectively in an organization and to progress to
higher level or promotion.
46
Table 2.13: Percentage Distribution of Scientific, Professional and Generic Categories in Engineering Technology Curricula at some Higher
Institutions
Certificate
Cert. of Eng.
Government
Polytechnic,
Malaysia
Scientific Skills (%)
Professional
Skills(%)
Generic Skills (%)
Cert.3 in Mechanical
Eng., Victoria UT,
Australia (TAFE,
2002)
Surveying Cert.,
Columbus State
Comm. College, US
(Anon, 2002a)
Mech Technical Prep
Cert, Humber
College, Ontario
Canada (Anon,
2000a)
Robotics Cert.,
Humber College,
Ontario Canada
(Anon, 2000b)
Cert in Applied
Tech (Automotive
Eng,) Waikato Inst
of Tech, New
Zealand (Anon,
2002b)
HND Elect &
Manuf Eng –
Comp Tech, U of
East London, UK
(Anon, 2002d)
HND Eng –
Mechatronics, U of
Glasgow, UK
(Anon, 2002e)
23.5
10
19
14
0
0
0
9
64.7
90
70
86
100
100
100
91
11.8
0
11
0
0
0
0
0
AAS, Virginia
Community College,
US (Kauffman and
Lewis, 2002)
EngTech Delaware
Tech & Community
College,US (AlHajeri and AlAnezi, 2002)
EngTech, Erie
Community College,
US (Al-Hajeri and
Al-Anezi, 2002)
Dip in Electronics
(Broad-based),
Swinburne
University of
Technology,
Australia (Anon,
2002k)
Adv. Dip Eng Tech
Civil, Box Hill
Inst., Australia
(Anon, 2002l)
9
29
30
6
6
8
6
69
56
58
78
82
92
91
22
15
12
16
12
0
3
B.S. (EET),
Pensylvania College
of Technology UK
(Anon, 2002h)
B.S(EET), Kansas
State, US (Anon,
2002i)
Diploma
Dip. In Technology
GMI
Malaysia
Scientific Skills (%)
Professional
Skills(%)
Generic Skills (%)
5.5
57.8
32.1
EngTech, Kuwait
(Al-Hajeri and AlAnezi, 2002)
Dip in Mech Eng
Tech – Automated
Manuf, Conestoga
College, Canada
(Anon, 2002c)
Degree
Bac. Engineering
Technology, MFI
Malaysia
Scientific Skills (%)
Professional
Skills(%)
Generic Skills (%)
13.2
66
20.8
BS EIET, U of
Northern Iowa, US
(Pecen et al., 2002)
BS ET, Penn State
Colleges &
Universities, US
(Kliewer, 2002)
BSc in Automotive
Design Technology,
University of
Bardford, UK (Anon,
2002f)
BSc(Hons)
Engineering
(Mechanical), The
Nottingham Trent
University, UK
(Anon, 2002g)
B of Electronic
Tech, Latrobe,
Australia (Anon,
2002j)
17
21
11
6
18
25
24
39
58
86
94
63
52
76
44
21
3
0
19
23
0
Table 2.14: Summary Percentage Distribution of Categories in the Engineering Technology
Curriculum
Certificate (US, UK, Canada, Australia, Canada, New Zealand)
Scientific Skills (%)
10-20
Professional Skills(%)
70-100
Generic Skills (%)
Almost nil
Diploma (US, UK, Canada, Australia, Kuwait)
Scientific Skills (%)
5-30
Professional Skills(%)
60-80
Generic Skills (%)
10-20
Degree (US, UK, Australia)
Scientific Skills (%)
5-25
Professional Skills(%)
40-90
Generic Skills (%)
0-40
In order to be aligned with global practices and satisfying the industry needs, it is essential
that the vision of engineering workforce be enhanced to include the engineering technology
component of the engineering fraternity. Engineering technologists and technicians should be
given due recognition to their contributions to engineering work. In most countries,
engineering technologists and technicians are given recognition as specialists by certified
bodies in their fields. Opportunities to be professional engineers are also provided in some
countries, as opposed to making engineering technology as an independent stream, which
cannot progress further or be promoted within the engineering qualification framework.
3.0
A Vision for the Engineering Workforce
A complete engineering fraternity consists of a spectrum of technical know-how from the
competencies in engineering design to highly skilled technical workforce. This spectrum calls
for a comprehensive vision to technical education and training.
The engineering profession revolves around the development of practical solutions to
industrial problems. Many countries have reinvented the skill development processes and
make them more relevant to the needs of industry. Instead of entering a “time-served”
training and education systems, students may gain different competencies at different rates
and through various routes, leading to a more flexible learning system. Technical education
and training in many countries are now more competency-based and flexible, leading to a
nationally accredited qualification, and offering wider choices. Employers also prefer a
nationally accredited qualification while employees want a portable qualification.
In the effort to remain competitive and relevant in this globalised knowledge-based world,
Malaysia has to further develop its technical education and training or the engineering TEVT
sector and ensure that her workforce is sufficiently trained and competent to support the
diversifying economy. The engineering TEVT sector in Malaysia has to respond to the needs
of the government, industry and communities in a rapidly changing world, influenced by
globalisation and the latest advances in technology. There is a need for the country to produce
and promote the growth of various levels of engineering skills and competencies, apart from
the traditional engineering professionals, in the local engineering industry and commerce.
The country needs to identify a suitable composition of professional engineers to other
engineering categories.
Technicians and the engineering technologists share similar roles such that they make the
prototypes that are designed engineers, and then test and make suggestions about redesign
and modification about the prototypes and supervise the manufacturing of products. The
hands-on ability of the technicians and engineering technologists make them easily to adapt
to new processes quicker (30-60 days) than engineers (1 year).
Recognising the importance of highly competent engineering workforce, particularly in this
knowledge age and globalisation, there is a need to further develop a Malaysian engineering
education and training system, also known as the Malaysian Engineering Qualification
Framework (MEQF). This system should include engineering technology component that:
• produces competent engineering workforce that fits the requirement of the country
and the global demand.
• encompasses new approaches to learning with greater industry participation.
• nurtures highly competent engineering workforce with thinking culture that provides
continuous and flexible opportunity for upward movement. This demands a
49
•
•
comprehensive structure of education and training that leads ultimately to the
Professional Engineer status
produces competent engineering workforce that are adaptable to the advanced and
changing technology in the knowledge-economy era
includes basic fundamentals in religious studies and ethics to produce workforce with
high morals and sense of responsibilities
The Malaysian engineering qualification framework together with the occupational grade
should be enhanced to include the whole spectrum of the engineering fraternity.
Hence, the vision for the Malaysian Engineering Qualification Framework (MEQF) shall be:
“To develop a highly competent engineering workforce for the global market”.
With this vision, it is thus appropriate that an Engineering Technology path, which
complements the existing engineering workforce, be introduced in Malaysia. The attributes of
graduates in engineering technology, be it bachelor or diploma level, should encompass the
followings:
• sufficient knowledge in mathematics and science to analyse, implement and/or
improve existing technologies
• apply engineering principles for product improvement, manufacturing and/or
operational function.
• ability to work in teams and communicate effectively
• act in accordance with professional ethics and moral and undertake social
responsibilities
• committed to lifelong learning
• sufficient knowledge in environmental and global issues
• commitment to quality
As the duration of the course is too brief (usually 12 months) for certificate level, there is a
need to focus more on skill development, and thus less emphasis is expected on the generic
quality.
50
4.0
Proposed Engineering Technology Path
4.1
Education, Training and Professional Development Route
Figure 4.1 shows the education, training and professional development routes. The standard
qualification to register as a professional engineer in Malaysia is an accredited engineering
degree at the undergraduate level. This has been the major route for all these years, while a
small percentage comes from those passing the IEM/BEM graduate examination (Part I and
II). The four-year undergraduate engineering degree has its main feeder from STPM and
Matriculation apart from the diploma holders. Those taking the Part I and II examinations are
usually holders of unrecognised engineering degree, recognised science degree, recognised
and unrecognised engineering diploma, and those who have been working in the discipline
without any tertiary academic qualification. Part I exemption is usually given to recognized
diploma qualification upwards.
The figure also shows that the minimum number of years to graduate with an undergraduate
engineering degree is five years, for those going through the matriculation channel. Those
with a diploma may graduate within six years, if a two-year exemption is given, as practiced
at few local universities and university colleges. A minimum of four years of working
experience in the respective disciplines would qualify a person to apply for registration with
the Board of Engineers, Malaysia for the status of a professional engineer. This route has
always been regarded as the academic route or the scientific path as defined by the Malaysian
engineering education model report (MCED/IEM, 2000). Details of the competencies and
skills required for this route has been discussed in the report, which comprises the following:
•
Global and strategic – skills which enable students to adapt easily within the
borderless world which is experiencing rapid expanding knowledge
•
Industrial – skills that goes beyond the scientific and professional and which are
necessary in the advance phase of the graduate’s career, such as, management,
law, environment, communication, finance and economics
•
Humanistic – skills that help create a balanced engineer with high ethical and
moral standards
•
Practical – skills that enable students to be directly involved with hands-on
activities or real-life situations, thus providing the basis for integrating the intra
and inter engineering and non-engineering knowledge
•
Professional – skills that cover technical competency aspects, which are required
to perform specific engineering tasks including design of components or
systems
•
Scientific – skills that enable students to have a firm foundation in engineering
science, thus enabling them to realign themselves with the changes in emphasis
in the scientific field, and to develop an interest in R&D and design
51
Engineering
Technology Path
Scientific Path
Work
Force
Professional
Engineer
P. Eng
*Matching Section
18 mths
Graduate
Engineer
B.Eng.Tech.
4 years
B.Eng.
4 years
Dip
Eng
3 years
STPM
18
mth
Dip Eng
3 years
Cert
2 yrs
Matriculation
12 mth
Dip Eng
Tech
3 years
Cert
18 mth
Engineering
Assistant
Engineering
Technician
SPM
School Leavers
*Matching section varies according to the candidate’s academic and professional achievements, for example one year of final
year BEng programme courses
Fig 4.1 MEET Education, Training and Professional Development Routes
52
The IEM/BEM graduate examination route has its roots from the Engineering Council (EC),
UK Part I and II examinations, which are currently undergoing a transformation to include a
Part III. With the introduction of the Part III, it is expected that those who have completed all
the examinations would qualify as equivalent to the MEng degree holder. The IEM/BEM
examination is also being expanded into three parts but does not include the project work as
required by the EC, UK. This report does not intend to include this route in its discussion on
the path to professional engineering status. It will still remain as an alternative route to the
scientific route, until a detailed study is conducted to re-evaluate its equivalency and
effectiveness.
The growing interest in developing an alternative route to the scientific route that has been
termed as “hands-on” engineering or engineering technology, triggered the need to consider
them in a proper perspective. This is beyond the existing three-year engineering programmes,
which had its roots from the twinning programmes with overseas universities, mostly from
the UK. The Board of Engineers Malaysia does not recognise any three-year programmes
since the acceptance of the Malaysian engineering education model. Despite the situation,
interest in the three-year programme is still there, especially in the private institutions of
higher learning. This is motivated mainly by the costs and the degree awarded which has the
overseas label. Those graduated from a three-year programme may possibly progress further
through a matching section. However, it is not within the scope of the study to provide the
input of the matching section required since a different rational would be required in dealing
with the three-year engineering programmes.
“Hands-on” has been loosely defined as the education and training method that would equip
graduates with necessary technical skills, ready to undertake the responsibilities in industries.
The “hands-on” or “learning by doing” is expected from the inclusion of the basic machining
workshop skills and the industrial placement in the curriculum. Programme labels such as
Technology and Engineering Technology are being used or proposed to connote the “handson” element.
The global engineering education comparison to this group of programmes indicates a
resemblance of the German model of the Fachoschulen (university of applied sciences) or the
polytechnics degrees of the UK, prior to them being chartered as universities. The American
equivalent is the Engineering Technology programmes which have their roots from the World
War II by interested parties who had been involved in the war industries to continue their
study. This has evolved into a two-year Associate degree. Presently, the two-year Associate
degree holder is allowed to progress into a four-year Engineering Technology degree
programme with a two-year exemption. The Australian equivalent is the three-year Bachelor
of Technology programme which incorporates the “hands-on” skills. The entrance
requirement for all these global programmes is an equivalent of the A-levels or the Arbitur.
This is very much different from the Malaysian Engineering Technology programme where
the programme is expected to draw its pool of students mostly from the certificate and
53
diploma holders. However, as shown in Figure 4.1, students from the STPM and
Matriculation can also opt for the Engineering Technology programme, but the migration into
this alternative path would be relatively minimal. Those having gone through the diploma
programme with greater emphasis on the “hands-on” components could also migrate into the
scientific path if qualified to do so.
It is expected that students with lower academic qualification than those entering the
scientific path would be drawn into these Engineering Technology programmes. As such,
there is a need to package the programme to consider the entry requirement, the need of the
industry and the changing emphasis of the engineering works. This report does not include
the Technology programme in its discussion as the engineering components are negligible,
and thus falls out of the engineering scope. However, Technology programmes that satisfy
the definition and/or requirements of the engineering category are considered as engineering
programmes.
A four-year Engineering Technology programme is proposed as an alternative path for the
progression into the professional route, after reviewing the trends in the global and local
engineering education and training, and the entry requirement. Students are expected to be
given more practical skills and greater exposure to laboratory type work. This emphasis
would mean greater contact hours but lower credit allocation given to them, unlike the
traditional lectures where one hour is equivalent to a credit hour. A credit is equivalent to two
to three hours of practical or laboratory works, as defined in the MCED/IEM earlier study.
Despite a lower credit loading for the programme, the contact hours or duration of the study
would be equivalent to that of a degree programme of the scientific path. More basic sciences
subjects would be required in this programme as the entry requirement is more lenient, in
order to ensure that students are able to grasps the required technical understanding. The
breadth and depth of a programme are influenced by the limitation of the programme duration
and the entry qualification. As such, a reduction of the scientific and/or the professional
components of the programme are needed to make way for the basic sciences content.
In order to allow progression into the professional engineers route, graduates of the
Engineering Technology programme is required to do a matching section. In the matching
section, courses from the scientific and professional components, an equivalent of one-year
study duration would be required to bring the Engineering Technologists at par to the
engineering graduates from the scientific path. However, a Masters programme in
engineering or engineering technology could be considered as an equivalent matching section
for progression to the professional route. Graduates in Engineering Technology can, however,
join the workforce as engineers but cannot progress to become professional engineers without
going through the matching section, even with the work experience.
The Engineering Technology programme is expected to produce competent workers that
would complement the engineers from the scientific path, with each having slightly different
54
traits but both having the minimum academic exposure to function as an engineer. As a
whole, the study supports the creation of the alternative path, the Engineering Technology,
which should be allowed to progress further into the professional route, instead of being a
terminal degree. This would ensure the continual upgrading of the knowledge and
competencies of engineers. Any indication to limit the progression of engineering
technologists into the professional route should be seen as a step backward and creating a
second-class professional in the engineering sector.
Those who progressed through the engineering technology route must also abide by the
training requirements of the Board of Engineers Malaysia in order to be considered for the
professional engineer status. The duration of training period would be the same, i.e. four
years, and applicants must satisfy the other requirements of the Board.
The engineering technology diploma and certificate graduates are also allowed to crossover
to the scientific route provided they satisfy the academic requirements of the scientific path.
Such integration of the engineering routes would facilitate transfer between the paths based
on the recognition of the qualification levels of both paths.
The creation of the alternative path is also in line with the global trend of having engineers,
engineering technologists and engineering technicians. The Engineering Technology
programme would also be able to gain recognition among the Sydney Accord signatories
with regard to the duration of the programme. However, efforts to ensure the equivalence or
higher level standard, as stipulated by the Accord must be exhibited in order to gain the
recognition. The mobility of engineering technologists would thus be enhanced with the
recognition.
55
4.2
Engineering Technology Curricula
In curricula development the entry requirement, content of the syllabus, mode of delivery and
assessment method are the major elements in ensuring appropriate and effective learning, as
well as providing a means of evaluation. A lower entry requirement indirectly determines the
structure of a curriculum. This may require the reintroduction of foundation subjects, such as
mathematics and basic sciences. As such, it may extend the duration of the programme.
There may not be a significant difference in the content of the syllabus but the depth of the
subject could be different between curricula. The mode of delivery may be through lectures,
laboratory works, tutorials and group works, with some taking more problem-oriented
approach rather than the traditional teacher-student approach. The assessment may be in the
form of traditional examination and coursework.
It is through the variation of these elements that the engineering and engineering technology
programmes are differentiated in the study. The study, however, does not aim to be
prescriptive such that the creativity and innovativeness of a programme are restricted.
Figure 4.2 illustrates the breadth and depth of the MEET bachelor curriculum proposed as
compared to the traditional engineering curriculum. It is expected that the Engineering
Technology curriculum would cover less of the scientific category and at lesser depth (to
include the basic science and mathematics) than the traditional engineering. The depth of the
professional category is expected to be higher for engineering technology since it is “area
focused”, and thus limits the breadth of coverage of subject area. The traditional engineering
on the other hand has greater breadth and lesser depth. Similarly there is a greater breadth on
the generic category with the engineering curriculum, unlike that of engineering technology.
The lesser breadth of the engineering technology is the result of the “area focused” and the
inclusion of the fundamental courses (basic science and mathematics), as well as the longer
duration of the industrial training, which limit the number of courses that can be introduced.
The traditional engineering has minimal industrial training, which is normally held during the
vacation period.
As highlighted in chapter two, the existing global trend of engineering programmes indicates
numerous approaches in the way curricula are developed. This is further supported by the
data shown in Table 2.13, which shows the percentage distribution of the three categories of
subjects, namely, scientific, professional and generic, which vary among institutions and
countries. The generic skills are virtually none in some certificate programmes, which is
acceptable if aimed at producing skilled workers. However, the communication skill is still
desirable as a worker cannot function effectively in an organization without it. Similarly, for
the purpose of progression to higher levels or promotion, the non-technical capabilities would
become important criteria for consideration. Surprisingly, there still exist undergraduate
engineering programmes that are devoid of the generic skills.
56
The proposed engineering technology curricula at bachelor, diploma and certificate levels,
also known as the Malaysian Engineering Technologist and Engineering Technician (MEET)
model, are shown in Table 4.1 a, b and c, respectively. The bachelor’s level programme is
compared with the Bachelor of Engineering programme based on the Malaysian Engineering
Education Model characteristics, whereas, the categorisation of the diploma and certificate
programmes are based on the three major groups, namely, scientific, professional and generic
(comprising global and strategic, industrial, and humanistic) skills. Since Engineering
Technology is more “hands-on” oriented, the mode of delivery is expected to be different
from the scientific engineering path. The delivery is more practical based and problemoriented with assessment mainly through coursework and group work.
Table 4.2 shows the comparison of a typical Bachelor of Civil Engineering Technology
programme with the requirements of the Malaysian Engineering Accreditation Council
(EAC) and the Malaysian Engineering Education Model (MEEM). It is observed that in the
engineering technology curriculum, the professional courses are built around specialisations,
and there is less coverage in other categories.
The curricula for engineering technology require considerable applied experience in
industrial processes. Substantial supporting laboratories are required in conducting the
engineering technology programme. The curriculum elements are directed toward
development of the ability to apply pertinent knowledge through the solution of practical
problems in the graduates' specialty. Hands-on training provides the student with significant
real world experience. Fundamental courses in basic science and mathematics are required to
supplement the programme, and supported also by courses in communications and
humanities.
Table 4.3 a, b and c, Tables 4.4 a, b and c, Tables 4.5 a, b and c, and Tables 4.6 a, b and c
provide the calibration for four major disciplines of engineering technology, namely, civil,
electronic, electrical and mechanical engineering.
At bachelors level, graduates of Civil Engineering Technology are to assist professional
engineers in a wide variety of projects, among others, from transportation, to sewer and water
supply, to environmental solutions. The programme has a strong foundation in mathematics
and science and reinforced with communication, computers, and area focused electives.
The Electronic Engineering Technology programme gives graduates the skills required to
design and troubleshoot electronic systems in such industries as oil and gas,
telecommunications, computer systems, manufacturing, biomedical, and industrial
instrumentation and control. The programme includes analog and digital electronics,
computer programming and interfacing, industrial electronics and troubleshooting techniques.
The first semester of this programme is usually common with Electrical Engineering
57
Technology. The Electrical Engineering Technology programme focus on handling electrical
machines and power systems, including high energy systems. Students enrolling in these
programmes must be prepared to undertake a demanding and intensive Programme of study
that is comprehensive and highly technical in content.
Mechanical Engineering Technology focuses primarily on analysing, applying,
implementing, and improving existing technologies and is aimed at preparing graduates for
the practice of engineering closest to the product improvement, manufacturing, and
engineering operational functions. The field of Mechanical Engineering Technology includes:
mechanical design, manufacturing processes, energy utilisation, building air conditioning and
the economics of these activities. Lectures emphasise applied engineering and are
supplemented by extensive laboratory experience.
It can be seen that the curricula contents are similar with the traditional engineering courses.
However the differences are on the mode of deliveries and the breadth and depth of the
subjects offered within the specific curricula. Figure 4.2 illustrates the relative composition of
the subject categories for both engineering and engineering technology programmes.
Scientific – Eng.
Professional – Eng.
Generic – Eng.
Industrial Training
– Eng.Tech.
Generic –
Eng.Tech.
Scientific – Eng.Tech.
Depth
Industrial Training – Eng.
Breadth
Figure 4.2: Breadth and Depth Relationships between Engineering (Eng.) and Engineering
Technology (Eng.Tech.) at Bachelor Degree
58
Table 4.1a MEET Education and Training Model for Bachelor Degree
Malaysian Engineering
Education Model
Percentage Distribution
(130 credits*)
Category
Qualification
Professional Skills
Practical Skills
Scientific Skills
MEET Engineering
Technology
Proposed Percentage
Distribution
(120 credits)
B.Eng.Tech.
B.Eng.
50 – 35 %
(65-45)
20 – 35 %
(25-45)
Basic Science and
Math Skills
Global and Strategic
Skills
30 %
Industrial Skills
(40)
Humanistic Skills
Delivery/Assessment
80 : 20**
(Theory : Practical)
NB: Entry requirements into these programmes varies.
* EAC minimum total credit is 120.
** Ratio of contact times.
Summary
Percentage Distribution
from Selected Countries
(From Table 2.14)
-
65 – 75 %
(78-90)
40 – 90 %
15 – 20 %
(18-24)
5 – 25 %
15 – 20 %
(18-24)
0 – 40 %
50 : 50**
-
Table 4.1b MEET Education and Training Model for Diploma
Qualification
Diploma in Engineering
(based on MEEM)
Diploma in Engineering
Technology
Total Credit
Professional Skills
2
Scientific Skills
3
Generic Skills
Delivery
(Theory : Practical)
90
65-75%
15-20%
15-20%
70 : 30
90
50-60%
25-30%
15-20%
50 : 50
1
Summary
Percentage Distribution
from Selected Countries
(From Table 2.14)
60-80%
5-30%
10-20%
-
Table 4.1c MEET Education and Training Model for Certificate
Qualification
Certificate in Engineering
Certificate in Engineering
Technology
Total Credit
50
50
Professional Skills
65-75%
65-75%
2
Scientific Skills
15-25%
15-25%
3
Generic Skills
10-15%
10-15%
Delivery
70 : 30
50 : 50
(Theory : Practical)
1
Professional skills : covers professional and practical courses
2
Scientific skills : covers basic sciences and scientific courses
3
Generic skills : covers global & strategic, industrial and humanistic courses
1
59
Summary
Percentage Distribution
from Selected Countries
(From Table 2.14)
40-90%
5-25%
10-20%
-
Table 4.2: MEET curriculum for Bachelor of Civil Engineering Technology in comparison with the requirements of the Engineering
Accreditation Council (EAC) and Malaysian Engineering Education Model (MEEM)
Bachelor of Engineering (BEM, ___)
Bachelor of Engineering (Megat Johari et. al.,
MEET Bachelor of Engineering Technology
2002a)
Skills &
Competencies
Engineering
Sciences and
Principles
EAC Requirement
Practical –
Engineering
Applications
Mathematics
and Computing
Industrial practice and Final Year Project –
Materials, Design and Construction
Practical
Computer aided analysis and design, Economics
analysis, Databases and IS, OR, Business
Management systems, Numerical Methods
Scientific
General
Communication skills, Humanities and ethics
Global and
Strategic
-
-
Industrial
Humanistic
Tamadun Islam, Tamadun Asia, Kenegaraan
Humanistic
Strength and Properties of materials, Static and
Dynamics, Structural Analysis and Design, Fluid
mechanics and Hydraulics, Soil mechanics,
Geotechnical Engineering and Geology, Water
resource and Environmental engineering,
Highway and Transportation Engineering,
Surveying and Construction.
Skills &
Competencies
Professional
Malaysian Engineering Education Model
Structural Design 1 and 2, Foundation Eng.,
Hydraulics and Hydrology 1, Water and
Wastewater Eng., Eng. Geomatic, Survey Camp,
Eng. Traffics, Highway Eng., Project
Management, Technical Electives (min. 4
subjects e.g. Retaining and Earth Structures,
Water Supply and Sewerage, Hydraulics &
Hydrology II, Public Health Engineering,
Pavement Analysis and Design, Traffic Safety
and Analysis, Advanced Concrete and Steel
Design)
Workshop Management and Practice, Final Year
Academic Project, Engineering Design
Eng. Mathematics 1 and 2, Eng. Statistics,
Numerical Methods, Eng. Mechanics, Strength of
Materials, Structural Analysis 1 and 2, Soil
Mechanics 1 and 2, Fluid Mechanics, Eng. and
Construction Materials, Eng. Statistics, Comp.
Programming and Application, Electronic and
Electrical Technology
English for Academic Purposes, Writing for
Academic Purposes, Interactive Speaking,
Creative Thinking, Introduction to Environmental
Eng.
Principles and Practice in Communication,
Engineering and Society, Financial Management
in Construction Project, Construction Law and
Contract, Economic Principles
Islamic Civilization, Asian Civilization and
Malaysian Nationhood
* Industrial training for MEET B.Eng.Tech. is recommended to be conducted for one semester
Skills &
Competencies
Professional
Practical
Civil Engineering Technology Curriculum
Civil Technology, Mechanics of Materials,
Structural Analysis, Environmental Technology,
Construction Surveying, Concrete Design I&II,
Steel Design I&II, Route Surveying, Infrastructure
Design and Construction, Construction Methods,
Construction Estimating, Construction Law,
Hydrology and Hydraulics, Applied Hydrology,
Road Design and Location, Construction
Engineering, Municipal Services, Engineering
Practice for Soil & Water Engineering, Civil Eng.
Materials, Soil Mechanics and Foundation
Structural & Civil Eng. Drawing, Industrial
Training*, Design Projects, Workshop Technology
Scientific
Technical Programming, Chemistry, Physics I & II,
Calculus I & II, Mechanics I & II, Fluid Mechanics
Global and
Strategic
Technical Writing, Communication
Engineering Economy, Engineers and Society
Islamic Civilization, Asian Civilization and
Malaysian Nationhood
Table 4.3a: MEET Calibration for B.Eng.Tech.(Civil) compared with MEEM’s B.Eng.(Civil)
BACHELOR OF ENGINEERING (MEEM)
BACHELOR OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Competencies
% Distribution
(130 Credits Total)
Courses
Skills &
Competencies
Professional
35 – 50 %
(45-65)
Structural Design 1 and 2, Foundation Eng., Hydraulics
and Hydrology 1, Water and Wastewater Eng., Eng.
Geomatic, Survey Camp, Eng. Traffics, Highway Eng.,
Project Management, Technical Electives (min. 4
subjects e.g. Retaining and Earth Structures, Water
Supply and Sewerage, Hydraulics & Hydrology II,
Public Health Engineering, Pavement Analysis and
Design, Traffic Safety and Analysis, Advanced Concrete
and Steel Design).
Workshop Management and Practice, Final Year
Academic Project, Engineering Design
Professional
20 – 35 %
(25-45)
Eng. Mathematics 1 and 2, Eng. Statistics, Numerical
Methods, Eng. Mechanics, Strength of Materials,
Structural Analysis 1 and 2, Soil Mechanics 1 and 2,
Eng. and Construction Materials, Fluid Mechanics, Eng.
Statistics, Comp. Programming and Application,
Electronic and Electrical Technology
Scientific
Practical
Scientific
-
Global and
Strategic
Industrial
Humanistic
30 %
(40)
English for Academic Purposes, Writing for Academic
Purposes, Interactive Speaking, Creative Thinking,
Introduction to Environmental Eng. Principles and
Practice in Communication, Engineering and Society,
Financial Management in Construction Project,
Construction Law and Contract, Economic Principles,
Islamic Civilization, Asian Civilization and Malaysian
Nationhood
62
Basic Science
and
Mathematics
Generic
Proposed %
Distribution
(120 credits Total)
65 – 75 %
(78-90)
15 – 20 %
(18-24)
15 – 20 %
(18-24)
Courses
Civil Technology, Mechanics of Materials,
Structural Analysis, Environmental
Technology, Construction Surveying, Concrete
Design I&II, Steel Design I&II, Route
Surveying, Infrastructure Design and
Construction, Construction Methods,
Construction Estimating, Construction Law,
Hydrology and Hydraulics, Applied Hydrology,
Road Design and Location, Construction
Engineering, Municipal Services, Engineering
Practice for Soil & Water Engineering, Civil
Eng. Materials, Soil Mechanics and
Foundation, Structural & Civil Eng. Drawing,
Industrial Training, Design Projects, Workshop
Technology
Technical Programming, Chemistry, Physics I
& II, Calculus I & II, Mechanics I & II, Fluid
Mechanics
Technical Writing, Communication,
Engineering Economy, Engineers and Society,
Islamic Civilization, Asian Civilization and
Malaysian Nationhood
Table 4.3b: MEET Calibration for Dip.Eng.Tech.(Civil) compared with a typical Dip.Eng.(Civil) Curriculum
DIPLOMA OF ENGINEERING
Skills &
% Distribution
Competencies (90 Credits Total)
Professional
65-75 %
(55-60)
Mechanics of Materials, Structural Analysis and
Design 1 and 2, Soil Mechanics and Foundation
Eng., Fluid Mechanics, Hydrology, Water and
Wastewater Eng., Engineering Geomatic, Survey
Camp, Highway and Traffic, Civil and Structural
Engineering Drawing, Engineering Workshop,
Industrial Training
15-20 %
(15-20)
Calculus, Physics, Chemistry, Mechanics, Eng.
and Construction Materials, Comp. Programming
and Application, Electronic and Electrical
Technology
15-20 %
(15-20)
Language & Communication Skills 1,2&3,
Engineering Drawing, Intermediate Autocad,
Workplace legislation
Practical
Scientific
Basic Science
and
Mathematics
Global and
Strategic
Industrial
Humanistic
Courses
63
DIPLOMA OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies Distribution
(90 credits Total)
Professional
50-60%
Intro. to Plane Surveying, Electronic
(45-55)
Surveys, Survey Camp, Highway
Design Fundamentals, Highway
Technology I & 2, Civil Eng.
Drawing, Construction Materials and
Methods, Contract Administration
and Quantities, Hydrology, Storm and
Sanitary Drainage Design, Theory of
Structures, RC, Steel Design &
Drawings, Foundations,
Environmental Technology,
Engineering Workshop, Industrial
Training
Scientific
25-30 %
Mathematics in Technology I&II,
(25-30)
Calculus, Mechanics, Trigonometry,
Algebra, Physics, Chemistry, Soil
Basic Science
Mechanics, Mechanics of Materials,
and
Fundamentals of Computation, Fluid
Mathematics
Mechanics
Generic
15-20 %
Language & Communication Skills
(15-20)
1,2&3, Engineering Drawing,
Intermediate Autocad, Workplace
legislation
4.3c: MEET Calibration for Cert.Eng.Tech.(Civil) compared with a typical Cert.Eng.(Civil) Curriculum
CERTIFICATE OF ENGINEERING
Skills &
% Distribution
Competencies
(50 Credits Total)
Courses
Professional
Practical
65-75 %
(33-36)
Scientific
Basic Science and
Mathematics
Global and
Strategic
Industrial
Humanistic
15-20 %
(7-14)
Engineering Drawing, Intermediate
Autocad, Civil Eng. Drawing,
Surveying, Highway Technology I
& 2, Construction Materials and
Methods, Hydraulics and
Hydrology, Mechanics of
Materials, Soil Mechanics,
Engineering Workshop.
Trigonometry, Algebra, Calculus,
Physics, Chemistry
10-15 %
(7-14)
Language, Tamadun Islam, Moral,
Enterprises,
CERTIFICATE OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(50 credits Total)
Professional
65-75 %
Engineering Drawing, Intermediate
(33-36)
Autocad, Civil Eng. Drawing,
Surveying, Highway Technology I & 2,
Construction Materials and Methods,
Hydrology, Storm and Sanitary Drainage
Design, Mechanics of Materials, Soil
Mechanics, Engineering Workshop.
Scientific
Basic Science and
Mathematics
Generic
64
15-20 %
(7-14)
Trigonometry, Algebra, Calculus,
Physics, Chemistry
10-15 %
(7-14)
Language, Tamadun Islam, Moral,
Enterprise
4.4a: MEET Calibration for B.Eng.Tech.(Electronic) compared with MEEM’s B.Eng.(Electronic)
BACHELOR OF ENGINEERING (MEEM)
Skills &
% Distribution
Courses
Competencies
(130 Credits Total)
Professional
35 – 50 %
Intro to Electronics, DC and AC
(45-65)
Circuit Fundamental, Circuit Analysis,
Practical
Semiconductor Devices, Analog
Devices and Circuits, Digital
Concepts, Operational Amplifier,
Digital Logic, Digital Systems,
Network Analysis, Microcontrollers,
Linear System Analysis,
Microprocessor Systems,
Communication Systems and Analysis
and Design Analog Integrated Circuits
and Final Year Project
Scientific
20 – 35 %
Differential and Integral Calculus,
(25-45)
Statistics, Differential Equations, and
Advance Applied Mathematics
Global and
Strategic
Industrial
Humanistic
30 %
(40)
Global & Strategic: Public Speaking,
English Composition, and Technical
Report Writing.
Industrial: Quality Assurance and
Reliability, Business and Management
Humanistic: Civilization, Islamic and
Moral Studies.
BACHELOR OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed % Distribution Courses
Competencies
(120 credits Total)
Professional
65 – 75 %
Intro to Electronics, DC and AC Circuit
(78-90)
Fundamental, Circuit Analysis,
Semiconductor Devices, Analog Devices
and Circuits, Digital Concepts,
Operational Amplifier, Digital Logic,
Digital Systems, Network Analysis,
Microcontrollers, Linear System
Analysis, Microprocessor Systems,
Communication Systems and Analysis
and Design Analog Integrated Circuits.
and Final Year Project.
Scientific
Basic Science
and Mathematics
Generic
65
15 – 20 %
(18-24)
Algebra, Trigonometry, Differential
Calculus, Integral Calculus, Physics, and
Applied Differential Equations
15 – 20 %
(18-24)
Global & Strategic: Public Speaking,
English Composition, and Technical
Report Writing,
Industrial: Quality Assurance and
Reliability, Business and Management
Humanistic: Civilization, Islamic and
Moral Studies.
4.4b: MEET Calibration for Dip.Eng.Tech.(Electronic) compared with a typical Dip.Eng.(Electronic) Curriculum
DIPLOMA OF ENGINEERING
Skills &
% Distribution
Competencies
(90 Credits Total)
Professional
65-75 %
(55-60)
Practical
Scientific
Basic Science and
Mathematics
Global and
Strategic
Industrial
Humanistic
15-20 %
(15-20)
15-20 %
(15-20)
Courses
Semiconductor Devices, Circuit
Analysis, Analog Devices and
Circuits, Digital Logic, Operational
Amplifier, Intro to Microcontroller,
Electronics, DC and AC Circuit
Fundamental, Computer Organization
and Practical Training
Trigonometry, Algebra, Beginning C
Programming, Analytical Geometry
and Differential Calculus
Industrial: Quality Assurance and
Reliability, Business and Management
Humanistic: Civilization, Islamic and
Moral Studies.
DIPLOMA OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed % Distribution Courses
Competencies
(90 credits Total)
Professional
50-60%
Semiconductor Devices, Circuit
(45-55)
Analysis, Analog Devices and Circuits,
Digital Logic, Operational Amplifier,
Intro to Microcontroller, Electronics,
DC and AC Circuit Fundamental, and
Computer Organization and Practical
Training.
Scientific
Basic Science
and Mathematics
Generic
66
25-30 %
(25-30)
Trigonometry, Algebra, Beginning C
Programming, Analytical Geometry.
15-20 %
(15-20)
Industrial: Quality Assurance and
Reliability, Business and Management
Humanistic: Civilization, Islamic and
Moral Studies.
4.4c: MEET Calibration for Cert.Eng.Tech.(Electronic) compared with a typical Cert.Eng.(Electronic) Curriculum
CERTIFICATE OF ENGINEERING
Skills &
% Distribution
Competencies
(50 Credits Total)
Professional
65-75 %
(33-36)
Practical
Scientific
Basic Science and
Mathematics
Global and
Strategic
Industrial
Humanistic
15-20 %
(7-14)
10-15 %
(7-14)
Courses
Semiconductor Devices, Circuit
Analysis, Analog Devices and
Circuits, Digital Logic, Operational
Amplifier, Intro to Microcontroller,
Electronics, DC and AC Circuit
Fundamental,
Semiconductor Devices Lab, Circuit
Analysis Labs, Analog Devices and
Circuit Lab, Logic Lab, Operational
Amplifier Lab, Microcontroller Lab,
Electronics Lab, and DC and AC Lab
General Physics, Trigonometry,
Algebra, Beginning C Programming
Preparation for Employment,
Tamadun Islam, Kenegaraan, Moral
Studies and Kemahiran Kemanusiaan
CERTIFICATE OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed % Distribution Courses
Competencies
(50 credits Total)
Professional
65-75 %
Semiconductor Devices, Circuit
(33-36)
Analysis, Analog Devices and Circuits,
Digital Logic, Operational Amplifier,
Intro to Microcontroller, Electronics, DC
and AC Circuit Fundamental,
Semiconductor Devices Lab, Circuit
Analysis Labs, Analog Devices and
Circuit Lab, Logic Lab, Operational
Amplifier Lab, Microcontroller Lab,
Electronics Lab, and DC and AC Lab
Scientific
Basic Science
and Mathematics
Generic
67
15-20 %
(7-14)
General Physics, Trigonometry,
Algebra, Beginning C Programming
10-15 %
(7-14)
Preparation for Employment, Tamadun
Islam, Kenegaraan, Moral Studies and
Kemahiran Kemanusiaan
4.5a: MEET Calibration for B.Eng.Tech.(Electrical) compared with MEEM’s B.Eng.(Electrical)
BACHELOR OF ENGINEERING (MEEM)
Skills &
% Distribution
Courses
Competencies
(130 Credits Total)
Professional
35 – 50 %
(45-65)
Practical
Scientific
20 – 35 %
(25-45)
Introduction to Electrical and
Electronics Technology, DC and
AC Circuit Fundamental, Circuit
Analysis, Semiconductor Devices,
Analog Devices and Circuits,
Digital Concepts, Digital Logic,
Digital Systems, Network
Analysis,
Electromagnetic Field and Waves,
Control and Automation System,
Measurement and
Instrumentations, Microcontrollers,
Linear System Analysis,
Microprocessor Systems, Power
System, Power Electronics, and
Final Year Project
Differential and Integral Calculus,
Statistics, Differential Equations,
and Advance Applied Mathematics
Global and
Strategic
Industrial
Humanistic
30 %
(40)
Global & Strategic: Public
Speaking, English Composition,
and Technical Report Writing.
Industrial: Quality Assurance and
Reliability, Business and
Management
Humanistic: Civilization, Islamic
and Moral Studies.
BACHELOR OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(120 credits Total)
Professional
65 – 75 %
Introduction to Electrical and
(78-90)
Electronics Technology, DC and AC
Circuit Fundamental and Analysis,
Semiconductor Devices, Analog
Devices and Circuits, Digital Logic
and Systems, Network Analysis,
Electromagnetic Field and Waves,
Microcontrollers, Control and
Automation System, Measurement
and Instrumentations,
Microprocessor Systems, Power
Electronics, Electrical Power
Systems and Electrical Machines and
Drives.
DC and AC Circuit Fundamental
Lab, and Final Year Project.
Scientific
15 – 20 %
Algebra, Trigonometry, Differential
(18-24)
Calculus, Integral Calculus, Physics,
and Applied Differential Equations
Basic Science and
Mathematics
Generic
15 – 20 %
Global & Strategic: Public
(18-24)
Speaking, English Composition, and
Technical Report Writing.
Industrial: Quality Assurance and
Reliability, Business and
Management
Humanistic: Civilization, Islamic
and Moral Studies.
68
4.5b: MEET Calibration for Dip.Eng.Tech.(Electrical) compared with a typical Dip.Eng.(Electrical) Curriculum
DIPLOMA OF ENGINEERING
Skills &
% Distribution
Competencies
(90 Credits Total)
Professional
65-75 %
(55-60)
Practical
Scientific
Basic Science and
Mathematics
Global and
Strategic
Industrial
Humanistic
15-20 %
(15-20)
15-20 %
(15-20)
Courses
Introduction to Electrical and
Electronics Technology, DC and
AC Circuit Fundamental, Analog
Devices and Circuits, Digital
Electronics, Industrial Electronics
Control and Automation System,
Measurement and
Instrumentations, Microcontroller
and Microprocessor Systems,
Electrical Installation and Wiring,
Power System, Electrical Machines
and Drives, and Practical Training
Trigonometry, Algebra,
Intoduction to C Programming,
Analytical Geometry and
Differential Calculus
Industrial: Quality Assurance and
Reliability, Business and
Management
Humanistic: Civilization, Islamic
and Moral Studies.
DIPLOMA OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(90 credits Total)
Professional
50-60%
Introduction to Electrical and
(45-55)
Electronics Technology, DC and
AC Circuit Fundamental, Analog
Devices and Circuits, Digital
Electronics, Industrial Electronics
Control and Automation System,
Measurement and
Instrumentations, Microcontroller
and Microprocessor Systems,
Electrical Installation and Wiring,
Power System, Electrical Machines
and Drives, and Practical Training
Scientific
25-30 %
Trigonometry, Algebra,
(25-30)
Introduction to C Programming,
Basic Geometry and Calculus.
Basic Science and
Mathematics
Generic
15-20 %
Industrial: Quality Assurance and
(15-20)
Reliability, Business and
Management
Humanistic: Civilization, Islamic
and Moral Studies.
69
Table 4.5c: MEET Calibration for Cert.Eng.Tech.(Electrical) compared with a typical Cert.Eng.(Electrical) Curriculum
CERTIFICATE OF ENGINEERING
Skills &
% Distribution
Competencies
(50 Credits Total)
Courses
Professional
Practical
65-75 %
(33-36)
Introduction to electrical
technology,
Electrical wiring and installation,
Electrical machines maintenance
and trouble shooting.
Scientific
Basic Science and
Mathemathics
Global and
Strategic
Industrial
Humanistic
15-20 %
(7-14)
General Physics, Trigonometry,
Algebra, Computer Skills and
Applications
Preparation for Employment,
Tamadun Islam, Kenegaraan,
Moral Studies and Kemahiran
Kemanusiaan
10-15 %
(7-14)
CERTIFICATE OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(50 credits Total)
Professional
65-75 %
Introduction to electrical technology,
(33-36)
Electrical wiring and installation,
Electrical machines maintenance and
trouble shooting,
Scientific
Basic Science and
Mathematics
Generic
70
15-20 %
(7-14)
10-15 %
(7-14)
General Physics, Trigonometry,
Algebra, Computer Skills and
Applications
Preparation for Employment,
Tamadun Islam, Kenegaraan, Moral
Studies and Kemahiran Kemanusiaan
Table 4.6a MEET Calibration for B.Eng.Tech.(Mechanical) compared with MEEM’s B.Eng.(Mechanical)
BACHELOR OF ENGINEERING (MEEM)
Skills &
% Distribution
Courses
Competencies
(130 Credits Total)
BACHELOR OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(120 credits Total)
Professional
Professional
65 – 75 %
(78-90)
Scientific
15 – 20 %
(18-24)
35 – 50 %
(45-65)
Practical
Scientific
20 – 35 %
(25-45)
Manufacturing Process,
Automation, Composite Material
Technology, Engineering
Economics and Cost Accounting,
Total Quality Control, Engineering
Design, Industrial Training, Final
Year Project
Engineering Mathematics,
Engineering Mechanics,
Engineering Material, Engineering
Drawing and CAD, Strength of
Material, Fluid Mechanic, Electric
and Electronics Technology,
Thermodynamics, Computer
Programming and Application,
Applied Fluid Mechanics,
Engineering Statistics, Applied
Strength of Material, Control
Engineering, Applied Dynamics
Global and
Strategic
Industrial
Humanistic
30 %
(40)
Global & Strategic: Languages,
IT,
Industrial: Industrial
Management, Accounting, Health
and Safety, Communication Skills,
Law
Humanistic: Civilazation, Islamic
studies, Morals
Basic Science and
Mathematics
Generic
71
15 – 20 %
(18-24)
Manufacturing Process,
Manufacturing Automation,
Composite Material Technology,
Engineering Economics and Cost
Accounting, Total Quality Control,
Engineering Design, Industrial
Training, Final year Project
Engineering Mechanics, Engineering
Material, Engineering Drawing
CAD, Strength of Material, Fluid
Mechanic, Electric and Electronics
Technology, Thermodynamics,
Computer Programming and
Application, Applied Fluid
Mechanics, Engineering Statistics,
Applied Strength of Material,
Control Engineering, Applied
Dynamics, Physics, Mathematics
Global & Strategic: Languages, IT,
Industrial: Finance and Accounting,
Management Communication Skills,
Law,
Humanistic: Civilazation, Islamic
studies, Morals
Table 4.6b MEET Calibration for Dip.Eng.Tech.(Mechanical) compared with a typical Dip.Eng.(Mechanical) Curriculum
DIPLOMA OF ENGINEERING
Skills &
% Distribution
Competencies
(90 Credits Total)
Professional
Courses
65-75 %
(55-60)
Metrology, Manufacturing
Technology Design, Automation,
Quality and Manufacturing
System, Design and CAD,
Concurrent Engineering,
Information Technology, Control
and Instrumentation, Quality and
System, Manufacturing Process,
Engineering Management, Project,
Industrial Training
Scientific
15-20 %
(15-20)
Electrical Science, Mechanics,
Materials, Engineering Graphics,
Computer Studies,
Thermodynamics, Fluid
Mechanics, Applied Mechanics,
Electrical Engineering, Mechanic
of Machine, Mathematics
Global and
Strategic
Industrial
Humanistic
15-20 %
(15-20)
Language, Tamadun Islam, Moral,
Practical
DIPLOMA OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(90 credits Total)
Professional
50-60%
Manufacturing Process, Material
(45-55)
Removal Processes, Computer
Aided Manufacturing, Tool
Design, Production Engineering
Management, Production
Planning, CNC Lathe
Programming, Statistical Quality
Control, Manufacturing projects,
Material Joining Process,
Metrology, Control and
Instrumentation, Total Quality
Management, Project, Industrial
Training
Scientific
25-30 %
Electrical Science, Mechanics,
(25-30)
Materials,Engineering Graphics,
Computer Studies,
Thermodynamics, Fluid
Mechanics, Applied Mechanics,
Mechanics of Machine,
Mathematics, Physics, Calculus
Basic Science and
Mathematics
Generic
15-20 %
Language, Tamadun Islam,
(15-20)
Moral,
72
Table 4.6c: MEET Calibration for Cert.Eng.Tech.(Mechanical) compared with a typical Cert.Eng.(Mechanical) Curriculum
CERTIFICATE OF ENGINEERING
Skills &
% Distribution
Competencies
(50 Credits Total)
Professional
Practical
65-75 %
(33-36)
Scientific
Basic Science and
Mathematics
15-20 %
(7-14)
Global and
Strategic
Industrial
Humanistic
10-15 %
(7-14)
Courses
Metrology, Control and
Instrumentation, Manufacturing
Technology, Design and IT,
Automation, Quality and
Manufacturing Systems, Design
and Engineering Graphics,
Management Studies
Electrical Engineering,
Engineering Science, Mechanics,
Materials, Engineering Graphics,
Computer Studies,
Thermodynamics, Fluid
Mechanics, Applied Mechanics,
Computer Studies, Mathematics
Language, Tamadun Islam, Moral,
CERTIFICATE OF ENGINEERING TECHNOLOGY (MEET)
Skills &
Proposed %
Courses
Competencies
Distribution
(50 credits Total)
Professional
65-75 %
Metrology, Control and
(33-36)
Instrumentation, Manufacturing
Technology, Design and IT,
Automation, Quality and
Manufacturing Systems, Design and
Engineering Graphics, Management
Studies
Scientific
15-20 %
Electrical Engineering, Engineering
(7-14)
Science, Mechanics, Materials,
Basic Science and
Engineering Graphics, Computer
Mathematics
Studies, Thermodynamics, Fluid
Mechanics, Applied Mechanics,
Computer Studies, Mathematics
Generic
73
10-15 %
(7-14)
Language, Tamadun Islam, Moral
4.3
Career Pathway
As highlighted earlier, engineering technologists assist engineers in various areas and sectors.
They can be positioned in manufacturing or production, practice-oriented design and
development of new products, field engineering and maintenance, resource management,
quality control, and technical sales and service. Graduates eventually may become executives
of companies. Typical job titles of the graduates are: field engineer, surveyor, planning
engineer, production supervisor, systems engineer, manufacturing engineer,
electronics/electrical engineer, process engineer, plastics engineer, maintenance supervisor,
quality control supervisor, inspection supervisor, project manager, project engineer. Hence,
engineering technologists are practicing engineering and should be considered as
“engineers”.
Engineering TEVT is expected to produce such a balance workforce, i.e., between theory and
skills, and also facilitates the immediate establishment of skilled and competent manpower.
This is the likely effect with the introduction of engineering technology programme,
particularly Bachelor of Engineering Technology. As such, it necessitates the creation of an
alternative career path within the engineering fraternity.
Table 4.7 shows the proposed career pathways which include engineering technology. As
lecturers in universities they will be in the same category, whether they are engineers or
engineering technologists. Engineering technologists in government agencies, polytechnics
and research institutes have been proposed to be in the same respective category but at P1T2
unlike engineers at P1T4. The higher scale, P1T2 for engineering technologists as compared
to the other J41 category jobs such as quantity surveyors is justified as the duration of the
programme is four years for engineering technology as oppose to three for the others.
Table 4.7: MEET Career Pathways for Engineering Fraternity in Malaysia
Government
University
Polytechnic
Industry
Bachelor in
Engineering
Engineer (J41 –
P1T4)
Lecturer (DG41
– P1T4)
Engineer
Bachelor in
Engineering
Technology
Diploma in
Engineering
Engineering
Technologist
(J41- P1T2)
Technical
Assistant
(J29)
Technician
(J17)
Lecturer with
at least an MS
degree (DS 45)
Lecturer with
at least an MS
degree (DS 45)
Technical
Assistant
(J29)
Technician
(J17)
Lecturer (DG41
– P1T1)
Engineering
Technologist
Researcher (Q41
– P1T2)
Instructors
(DG29)
Engineering
Assistant
Skill Teacher
(DG17)
Technician
Assistant
Researcher
(Q29)
Research
Technician
(Q17)
Certificate in
Engineering
75
Research
Institute
Researcher (Q41
– P1T4)
5.0
Recommendations
The global engineering technical education and vocational training sector is currently faced
with unprecedented challenges requiring government, industry, students and communities to
identify and develop new ways of working together in an effort to produce highly skilled
manpower for the global knowledge-based marketplace. Many countries have reinvented the
skill development processes in order to make them more relevant to the needs of industry.
Instead of entering a “time-served” training and education system, students gain
competencies in their own way and at their own time from wherever they live, leading to a
more flexible learning system. Employers prefer a nationally accredited system for education
and training while employees wanted a portable qualification. Technical Education and
Vocational Training (TEVT) in many countries are now more competency-based and
flexible, leading to a nationally accredited qualification, offering provider choice. Flexiblelearning and e-learning are current buzz words in the TEVT industry today.
In its effort to remain competitive in this globalised knowledge-based world, Malaysia has to
further develop its engineering TEVT sector and ensure that its workforce is sufficiently
trained and skilled to support its diversifying economy. The engineering TEVT sector in
Malaysia has to respond to the needs of the government, industry and communities in a
rapidly changing world, influenced by globalization, ICT and the latest advances in
technology. There is a need for the country to produce and promote the growth of the
Engineering Technologist, Engineering Assistant and Technician grades in the local
engineering industry and commerce. From the study of the TEVT sector in selected countries
and resolutions of the Washington, Sydney and Dublin Accords, these grades are being
accorded more importance in the engineering fraternity. Engineering qualifications
frameworks overseas tend to regard them as important members of the engineering
profession.
An engineering vocational education system, which is termed “The Engineering Technology
Path” comprising of a comprehensive engineering education and training curriculum model,
professional development route and career pathway is proposed. Acknowledging the
importance of a highly skilled workforce particularly in this knowledge age and impending
globalization, Malaysia need to further develop its engineering Technical Education and
Vocational Training (TEVT) system and it is recommended that the country:
• further develop the Malaysian TEVT sector with emphasis on practical and handson skills in advanced technology, ICT and quality
• enhance participation of industry in education and training and
• adopt new approaches to learning and nurture entrepreneurship and a thinking
culture amongst students and the workforce.
76
Table 5.1: MEET Education and Training Model for Bachelor Degree
Qualification
Duration
Total Credit
Professional Skills &
Competencies
Practical Skills &
Competencies
Scientific Skills &
Competencies
Basic Science and
Mathematics Skills &
Competencies
Global and Strategic Skills &
Competencies
Industrial Skills &
Competencies
Malaysian Engineering
Education Model
(MEEM)
B. Eng
4 years
130
Malaysian Engineering
Technology & Engineering
Technician (MEET) Model
B. Eng. Tech
4 Years
120
35 - 50%
(45-65 credits)
65-75%
(78-90 credits)*
EAC requirements
Summary % Distribution (from
Table 2.14)
B. Eng
4 years
120
B. Eng.Tech. / B. Tech
4 / 3 years
90 - 130
67%
(Minimum. 80 credits)
40 –90%
20-35%
(25-45 credits)
5 – 25%
Not Counted
15-20%
(18-24 credits)
Not Counted
30%
(40 credits)
15-20%
(18-24 credits)
33%
(40 credits)
Humanistic Skills
*Include a semester of industrial training
77
0 – 40%
Table 5.1 shows the proposed MEET model in comparison with the other two established
engineering models in Malaysia, namely, MEEM and the EAC requirements as well as the
summary percentage distribution adopted from Table 2.14. It can be observed that the
distribution of skills is comparable with those established models and the summary
distribution. The main difference of the MEET model from the established models is on the
contents i.e., presence of basic sciences and mathematics courses, whereas there is none for
the established models. In addition, there is one whole semester of industrial training for the
MEET model. The mode of delivery for the MEET model is more practical and “hands-on”
oriented and the assessment is coursework oriented instead of the typical examination
oriented assessment. The breadth and depth of courses for the MEET model is different from
the conventional engineering model and hence, the role they play in the industry will be
different.
It is further proposed that the Malaysian engineering qualification framework and
occupational grade be enhanced from three to four categories by the introduction of a new
grade called engineering technologist and replacement of the technical assistant to
engineering assistant nomenclature in the public sector as follows:
Table 5.2: MEET Qualification Framework and Occupational Grade
Qualification
Occupation
Job Specification
Public Service Grade
B.Eng.
Engineer
Leader & Coordinator in Design,
J41 – P1T4
R&D, Teaching
B.EngTech.
Engineering
Implementor in engineering works
J41 – P1T2
Supervisor
J29
Doers
J17
Technologist
Dip.Eng.
Engineering
Assistant
Certificate
Technician
78
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
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ABET. 2001. ABET 2001-2002 Criteria for Accrediting Engineering Technology Programs.
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Faculty of Science,
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Technology – Civil, 2002.
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Anon. 2002o. http://www.usq.edu.au/handbook/2002/engineer/programs/bachegtech/index.htm
Anon. 2002p. http://www.fanshawec.on.ca/
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Anon. 2002r. http://www.vu.edu.au/Tafe/Schools
Anon. 2002s. http://www. sal.ksu.edu/met/curriculum.html,.
Anon. 2002t. http://www.kwantlen.bc.ca/calender/eltnprg.html
Anon. 2003 The Eur Ing designation, FEANI Register and Index http://www.feani.org/euring.html
Anon, 2003a. www.technology/ccsu/edu/programs/information/et_civ_index.html
Anon. 2003b. www.mscd.edu/~cet/program/degree.shtml
Anon. 2003c. http://www.usq.edu.au/handbook/2003/content BETC
Anon. 2003d. http://www. sal.ksu.edu/met/curriculum.html
Anon. 2003e. http://facct.ntu.ac.uk/Students/coursedetails.asp?ProgrammeID=191
Anon. 2003f. http://dominao.swin.au/cd31.nsf…/aa4c64841e5528daca25690e00034c39?OpenDocumen
Anon. 2003g. http://www.solent.ac.uk/courses/coursinfo.asp?courseid=626
Anon. 2003h. http://www.qut.edu.au
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American Society for Engineering Education Annual Conference & Exposition. Canada, June 1619th,2002, Session 1648.
44. Lahndt, L. 1998. Industry mentored engineering and engineering technology curricula. The Technology
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Malaysia: Meeting The Global Challenges Of Globalisation And K-Economy. in Int. Conference on
Technology and Vocational -Technical Education. November 12-13. Residence Hotel, UNITEN,
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46. Malaysia, 2001. Department of Statistics, Social Statistics Bulletin Malaysia, November 2001.
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Proc. MEET Study Team Workshop, Melaka, 13-15th Feb. 2002, pp.21-28
53. Megat Johari, M.M.N., Abang Abdullah, A.A., Osman, M.R., Sapuan, M.S., Mariun, N., Jaafar, M.S.,
Ghazali, A.H., Omar, H., Rosnah, M.Y. 2002. A New Engineering Education Model for Malaysia. Int.
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81
APPENDIX I
Engineering Disciplines and Careers
1.0
Introduction
The engineering profession in general defines a professional engineer as a person who is
“competent by virtue of his/her fundamental education and training to apply the scientific
method and outlook to the solution of problems and to assume personal responsibility for the
development and application of engineering science and techniques especially in research,
designing, manufacturing, supervising, and managing. The person is qualified by aptitude,
education, and experience to perform engineering functions.”
The Engineering Council UK defines professional or chartered engineers as “those who are
concerned primarily with the progress of technology through innovation, creativity and
change. They develop and apply new technologies, promote advanced designs and design
methods, introduce new and more efficient production techniques and marketing and
construction concepts, and pioneer new engineering services and management methods. They
may be involved with the management and direction of high-risk and resource intensive
projects. Professional judgement is a key feature of their role, allied to the assumption of
responsibility for the direction of important tasks, including the profitable management of
industrial and commercial enterprises.”
The Engineering Council UK associates another group of engineering fraternity, known as
Incorporated Engineers, as “exponents of today’s technology and they maintain and manage
applications of current and developing technology at the highest efficiency. They exercise
independent technical judgement and management in the field. They provide, independently
and as leaders, a significant influence on the overall effectiveness of the organization in
which they work, often in key operational management roles”. This group of engineers is also
known as Engineering Technologists in some countries.
Both categories of engineers have been in co-existence, complementing each other in their
pursuit of directing the great sources of power in nature for the use and convenience of man.
The engineering assistants and engineering technicians are those who are involved in the
application of proven techniques and procedures in solving practical problems. They conduct
a measure of supervisory and technical responsibility and are competent to within defined
field of technology. They are the support group of the engineers, and often working directly
under the direction of engineering technologists or incorporated engineers.
2.0
Engineering Disciplines
The following are typical engineering disciplines that are being practiced worldwide:
• Civil Engineering
• Mechanical Engineering
• Electrical Engineering
• Electronic Engineering
• Chemical Engineering
• Manufacturing Engineering
• Aerospace Engineering
82
•
•
•
•
•
•
•
•
•
•
Computer Engineering
Agricultural Engineering
Bio-Medical Engineering
Electronics and Telecommunication Engineering
Environmental Engineering
Industrial Engineering
Instrumentation Engineering
Marine Engineering
Mining Engineering
Petroleum Engineering
However, these engineering disciplines can be categorised into four major disciplines,
namely, civil, mechanical, electrical and electronic, and chemical engineering.
2.1
Civil Engineering
Civil engineers plan, design and supervise the construction of facilities essential to modern
life. Projects range from high-rise buildings to mass transit systems, from airports to water
treatment plants, from space telescopes to off-shore drilling platforms.
a. Structural engineering involves design all types of structures; bridges, buildings, dams,
tunnels, tanks, power plants, transmission line towers, offshore drilling platforms and
space satellites. The primary responsibility of a structural engineer is to analyse the forces
that a structure would encounter and develop a design to withstand those forces. A critical
part of this design process involves the selection of structural components, system and
materials that would provide adequate strength, stability and durability. Structural
dynamics is a specialty within structural engineering that accounts for dynamic forces on
structures, such as those resulting from earthquakes.
b. Transportation engineering is concerned with the safe and efficient movement of both
people and goods. Involved in design of highways and streets, harbours and ports, mass
transit systems, airports and railroads. Transportation engineers are also involved in the
design of systems to transport goods such as gas, oil and the commodities.
c. Environmental engineers are responsible for controlling, preventing and eliminating air,
water and land pollution. Involved in the design and operation of water distribution
systems, wastewater treatment facilities, sewage treatment plants, garbage disposal
systems, air quality control Programmes, recycling and reclamation projects, toxic waste
cleanup projects, and pesticide control Programmes.
d. Water resources engineering focuses on water-related problems and issues. The work of
engineers in this area includes the operation of water availability and delivery systems,
the evaluation of potential new water sources, harbour and river development, flood
control, irrigation and drainage projects, costal protection and the construction and
maintenance of hydroelectric power facilities.
e. Geotechnical engineering includes the study of the properties of soil and rocks over
which structures and facilities are built. Geotechnical engineers are able to predict how
the ground material which would support or otherwise affect the structural integrity of the
83
planned facility. Their work is vital to the design and construction of earth structures,
foundations, offshore platforms, tunnels and dams. Geotechnical engineers also evaluate
the settlement of buildings, stability of slopes and fills, seepage of ground water and
effects of earthquakes.
f. Surveying involves mapping out construction sites and their surrounding areas before
construction can begin. Surveyors locate property lines and determine right-of-ways,
while also establishing the alignment and proper placement of the buildings to be
constructed. Current surveying practice makes use of modern technology, including
satellites, aerial and terrestrial photogrammetry, and computer processing of photographic
data.
g. Construction involves both technical and management skills to plan and build facilities
such as buildings, bridges, tunnels and dams. These engineers are responsible from
estimating construction costs, determining equipment and personnel needs, supervising
the construction and once completed, operating the facility until the client assumes
responsibility. Knowledgeable about construction methods and equipment, as well as
principles of planning, organizing, financing, managing and operating construction
enterprises.
2.2
Mechanical Engineering
mechanical engineers design tools, engines, machines and other mechanical equipment. They
design and develop power-producing machines such as internal combustion engines, steam
and gas turbines, and jet and rocket engines. They also design and develop power-using
machines such as refrigeration and air-conditioning systems, robots, machine tools, materials
handling systems and industrial production equipment.
a. Mechanical system involves the design of structures and motion of mechanical systems,
and design of automobiles, trucks, tractors, trains, airplanes and even aerospace vehicles.
The engineers design lathes, milling machines, grinders and drill presses in the
manufacture of goods. They design copying machines, faxes, computers and medical
devices and systems.
b. Manufacturing is a process of converting raw materials into a final product.
Manufacturing engineers design and manufacture machines that make machines;
designing the manufacturing processes, including automation and robotics, to help make
the production of manufactured goods as efficient, cost-effective and reliable as possible.
Industrial engineers determine the most effective ways for an organization to use its
various resources-people, machines, materials, information and energy to make a process
or product. They also design and manage the quality control Programmes that monitor the
production process at every step. They are also involved in facilities and plant design,
along with plant management and production engineering. The most distinguishing
characteristic of industrial engineers is their involvement with the human and
organisational aspects of systems design; hence their description as “the people-oriented
engineering profession”.
c. Energy involves the production and transfer of energy, as well as the conversion of
energy from one form to another. The engineers design and operate power plants, study
84
the economical combustion of fuels, design processes to convert heat energy into
mechanical energy and create ways to put that mechanical energy to work.
d. Materials engineers are responsible for improving the strength, corrosion resistance,
fatigue resistance, and other characteristics of frequently used materials. They are also
involved in selecting materials with desirable mechanical, electrical, magnetic, chemical,
and heat transfer properties that meet special performance requirements. Metallurgical
engineers deal specifically with metals in one of the three main branches of metallurgy;
extractive, physical and mechanical.
2.3
Electrical & Electronic Engineering
Electrical engineers are involved with electrical devices and systems and the used of
electrical energy. Their work can be seen in the entertainment systems in our homes, in the
computers used, in numerically-controlled machines used by manufacturing companies, and
in the early warning systems used by the government.
a. Electronic Engineering deals with the design of circuits and electrical devices to produce,
amplify, detect, or rectify electrical signals. Advances in microelectronics, transistors,
semiconductors and integrated circuits (ICs) and semiconductors.
b. Computer Engineering is concerned with firmware (the microcode that controls
processors) and hardware (processors, as well as the entire computer system).
c. Communications comprise a broad spectrum of applications from consumer
entertainment to military radar. These include communication systems, videoconferencing, lasers, fibre optics and wireless networks.
d. Power involves the generation, transmission and distribution of electric power. Power
generation systems include hydroelectric, steam, nuclear as well as sustainable sources
such as solar, wind and fuel cells. Power engineers are involved in transmission lines,
electric motors and generators.
e. Control engineers design systems that control automated operations and processes.
f. Instrumentation involves the use of electronic devices – transducers to measure such
parameters as pressure, temperature, flow rate, speed, acceleration, voltage and current.
2.4
Chemical Engineering
Chemical engineers combine their engineering training with knowledge of chemistry to
transform the laboratory work of chemists into commercial realities. Involved in design and
operations of chemical production facilities and manufacturing facilities that use chemicals or
chemical processes in their production of goods. Products include plastics, building materials,
food products, pharmaceuticals, synthetic rubber, synthetic fibers and petroleum products.
Chemical engineers also play a major role in keeping our environment clean by creating ways
to clean up the problems of the past, prevent pollution in the future and extend our shrinking
natural resources. Many play equally important roles in helping to eliminate world hunger by
developing processes to produce fertilizers economically.
85
3.0
Engineering Careers
Engineering careers among others include analysis, design, development and testing,
research, teaching, consulting, management and sales.
3.1
Analysis, Design, Development and Testing
a. Analysis – mathematical modeling of physical problem.
b. Design – converts concepts and information into detailed plans and specifications that
dictate the development and manufacture of a product. Creativity and innovation, along
with an analytic mind and attention to detail, are important.
c. Development – involves the development of products, systems or processes. Intermediary
between design and test engineers. Turning concepts into actual products or applying new
knowledge to improve existing products.
d. Testing – responsible for developing and conducting tests to verify that a selected design
or new product meets all specifications. Tests for structural integrity, performance or
reliability. Test engineers also conduct quality control checks on existing products.
3.2
Research
Engineering researchers apply knowledge to engineering practices and principles. Research
engineers explore mathematics, physics, chemistry and engineering sciences in search of
answers or insights that will contribute to the advancement of engineering.
3.3
Teaching
The engineering professor has three main functions; teaching, research and service.
3.4
Consulting
Consulting engineers performs services for a client on a contractual basis and includes
investigations and analyses; preplanning, design and design implementation, research and
development; construction management.
3.5
Management
Managing an organization as well as project management.
3.6
Sales
Sales engineering is the liason person between the company and the customer. Sales
engineers must possess strong communication skills and related “people” skills in addition to
technical knowledge.
86
APPENDIX II
Local Organizations and Institutions Involved With TEVT
1.0
Ministry of Education
In the technical and vocational training, government polytechnics and some community
colleges under the Ministry of Education (MOE) are offering engineering diploma and
certificate courses. In addition, public universities offering engineering diploma courses are:
•
•
•
•
Universiti Teknologi Mara (UiTM)
Universiti Teknologi Malaysia (UTM)
Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO)
Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKEM)
At the same time, a few public universities are offering diploma in technological areas. Those
offering them are
•
•
•
•
Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO)
Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKEM).
Kolej Universiti Teknolgi dan Kejuruteraan Malaysia (KUTKUM)
Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM)
UTM also has some on-going franchise programmes with a number of government and
private technical training institutes awarding diploma in technology programmes. Some of
the institutions use Malaysian Skill Certificate (SKM) as their basic qualifications and
provide students with enough theoretical background to enable their graduates to further their
education either locally or overseas.
Private colleges are also offering engineering diploma programmes but most of their
graduates will continue their studies either locally or overseas. The majority of them
completed their studies in overseas universities as part of the agreed twinning programmes.
2.0
MAJLIS AMANAH RAKYAT
Majlis Amanah Rakyat (MARA) is actively involved with technical and vocational training
since inception. Presently MARA has several educational institutions related with technical
and vocational education. Institutions offering equivalent engineering diploma and
technology courses include British Malaysian Institute (BMI), German Malaysian Institute
(GMI) and Malaysian French Institute (MFI). These institutes will be the anchor institutes for
the future Universiti Kuala Lumpur.
2.1
German Malaysian Institute (GMI)
GMI was launched in 1991 and started with its first intake of trainees in July 1992.The
founders of GMI are MARA and the Malaysian German Chamber of Commerce & Industry
(MGCC).
87
The main objective of GMI is to support Malaysia’s industry by qualifying highly skilled
manpower capable of combining theoretical know-why with practical know-how in design,
manufacture, maintenance, fault analysis and repair of complex production plant, machinery,
equipment, tools product and efficiently use modern technology notable in the manufacturing
and engineering industries.
GMI’s training is intended to produce technologists that have not only specialists knowledge
but also able to see on their own, problems posed by complex work in a technical
environment which is a process of constant and rapid change. They must also be capable of
implementing their tasks in cooperation with other employees. GMI training will thus
produce competent technologists. This competency involves three basic elements that are
inculcated during the training Programme, namely technical competency, learning
competency and social competency.
2.2
Malaysia France Institute (MFI)
MFI is a cooperation project between France and Malaysia. It is an advance technical training
center in the field of engineering specialising in automation, electrical, mechanical and
maintenance. The institute insists on the importance of the work related training.
The curriculum designed for the Programmes offered is based on the French National
Diploma adapted to the Malaysian standard and forms the survey results of the local industry
needs. Important aspects integrated in the curriculum building are:
• Good foundation in Engineering and Technology needed by students upon graduation
• Skills in work management and supervisory
• Communication (Bahasa Melayu, English and French)
• Basic fundamentals in Religious Studies as to have persons with high morals and
sense of responsibilities.
• General knowledge, as to produce technologists who are sensitive to the development
and advancement of other areas apart from engineering.
To ensure that MFI delivers a course reflecting the French technology, workshops are
equipped with French state of the art machines. To deliver the courses, the tea teaching staff
consists of Malaysian lecturers trained on the method of training in France.
2.3
British Malaysian Institute (BMI)
BMI is the result of a partnership between the Malaysian and British government. On the
Malaysian side, MARA provides the infrastructure and the staff: the British provides support
and expertise from companies such as, among others BAE Systems, British Airways, Rolls
Royce, Malayan Cement and Standard Chartered Bank. This combination of Malaysian
desire to learn and British expertise to share their vast knowledge has created a center for
engineering and technical education, not found elsewhere.
BMI was formerly known as Tuas Polytechnic, which was established on 1 September 1983.
Its first premise was at the Medan MARA building. In December 1993, it moved to its
temporary location at Taman Shamelin Perkasa, Cheras. In 1997 it changed its name to BMI
in line with the government’s vision of transferring foreign technologies to Malaysian
industries. It is now located in a new green campus in Gombak.
88
Presently BMI is offering 6 full time courses in Electrical Engineering, Electronic
Engineering, Medical Electronics Engineering, Telecommunication Engineering, Engineering
and Computing and Engineering and Business Information Engineering. It is offering Pre
HND and HND in those areas mentioned. After HND, students can either continue their
degree studies in the UK, BMI other local IPTA/IPTS or enter employment.
2.4
Institut Kemahiran MARA (IKM)
At certificate level, MARA is offering courses through its Skill Institutes (IKM). Basically
these institutes are training school leavers in skills related to trades in the job market.
Presently there are 12 IKMs in the whole of Malaysia. Some IKM are also offering
Programmes at diploma level. At the IKM Jasin the courses that are offered at Diploma levels
are:
• Diploma in Mechanical Engineering Technology (Automotive)
• Diploma in Electrical Engineering Technology.
The certificate level Programmes offered are:
• Mechanical Engineering Technology (Drawing and Design)
• Mechanical Engineering Technology (Manufacturing)
• Mechanical Engineering Technology (Machine Maintenance)
• Automobile Engineering Technology
• Automobile Engineering Technology (Heavy Machines)
• Vehicle Body Repair Technology
• Electrical Engineering Technology (Industrial and Domestic)
• Welding Technology and Fabrication.
The duration of study for certificate level is 3 semesters (18 months) and for diploma is 6
semesters (36 months). Students graduating with IKM certificates can either work in the
industries or continue their studies at BMI, GMI, MFI or other equivalent institutes.
3.0
Ministry of Human Resource
Jabatan Tenaga Rakyat (JTR) of the Ministry of Human Resource provides a systematic
training programme for SPM/SPMV school leavers. The programmes aim to train highly
skilled workers in technical areas. The curriculums are organised to fulfill the requirement set
by the National Council of Vocational Training (MLVK). There are five levels of training
ranging from Level 1 to Level 5.
There are four different training centres under the JTR namely:
• Institut Latihan Perindustrian (ILP)
• Pusat Latihan Teknologi Tinggi (ADTEC)
• Institut Teknikal Jepun-Malaysia (JMTI)
• Pusat Latihan Pengajar dan Kemahiran Lanjutan (CIAST)
ILP has 14 centres in the country and offers five main technical areas. They are divided into
five sections called Mechanical and Manufacturing, Electrical and Electronic, Civil and
Building, Printing and Non-metallic Materials Sections. The Mechanical and Manufacturing
has 15 different programmes that include Industrial Mechanics, Machining-CNC,
Automotive, Metal Fabrications and Gas Pipe Installation. The Electrical and Electronic
89
Section has 12 programmes, which includes Air-condition, Industrial Instrumentation,
Industrial Electronic Technology and Computer Maintenance. The Civil and Building Section
has 6 programmes, which includes Building-CADD, Building Construction and Furniture
Technology. The Printing and Non-metallic Sections have one programme each i.e. Printing
Technology and Plastic Technology, respectively.
Most programmes conduct 12-month training, which cover the MLVK Level 1 and Level 2.
The one-year period covers two semesters of 22 weeks for each semester. Most programmes
at ILP require minimum qualification at SPM level. Some programmes require only a pass in
Bahasa Malaysia (e.g. Industrial Mechanics and General Machining), while some
programmes require a credit in Mathematics and Physics/Science (e.g. CNC Machining and
Fabrication of Moulds and Cutting Tools).
ADTEC has four centres in the country, which are located in Melaka, Batu Pahat, Kedah and
Shah Alam. They offer Diploma in Engineering Technology, which are related to Mechanical
and Electronic Technologies. There are five programmes under the Mechanical i.e. Welding,
Manufacturing, Machining, Quality Assurance and Mechatronics. There are also five
programmes under the electrical and Electronic i.e. Power, Electronic, Telecommunications,
Information Technology and Data Processing and Cooling and Air-conditioning. The entry
requirements are either from SPM with credits in Mathematics and Science plus passes in
Bahasa Malaysia and English, or the relevant certificates of Level 2. Students from SPM and
Level 2 entries require 3 years and 2 years, respectively, to complete the Diploma
programmes.
JMTI was established based on the “Record of Discussion” between the Malaysian and
Japanese Governments in 1997. The institute is located in Seberang Prai and offers
programmes leading to Diploma and Advanced Diploma in Engineering Technology. There
are four main programmes offered in the institute that are Computer Engineering
Technology, Electronic Engineering Technology, Mechatronic Engineering Technology and
Manufacturing Engineering Technology. The entry to Diploma programme requires a
minimum of 5 credits in SPM, which includes Bahasa Malaysia, English, Mathematics,
Physics/Science and one other subject. Both Diplomas from ADTEC and JMTI covers the
MLVK Level 3 and 4. It is believed that JMTI is preparing to offer Advanced Diploma
Programme that satisfies the MLVK Level 5 requirement.
CIAST is a centre to train instructors in advanced training skills. The entry requirement is
SPM/SPMV with credits in Bahasa Malaysia, Mathematics and Physics/Science, plus a pass
in English. CIAST awards Teacher Vocational Diploma, which require 3 years for direct
entry from SPM and 2 years for the Level 2 entry.
The academic year in all training institutes are divided in two semesters consisting of 22
weeks for each semester. The training modules consists of 70% Practical and 30% Theory.
Certificates for each level will only be awarded if all modules in the chosen programmes are
satisfactorily completed. Students from these institutes are awarded two certificates for each
level i.e. one from MLVK and the other from the institute itself. Certificate from the
institutes will carry detailed transcripts of the students’ achievement.
The concept of training provided by the institutes are ‘hands on’. It is worth noting that the
programmes at the JTR institutes have value added courses that enhance the training
programmes. The additional courses have been included to provide extra training in the
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respective areas and levels. Examples of courses include Languages, Management and also
advanced subjects in the respective technical disciplines. It is also worth noting that the
semester is a 22-week session and the class period is during a normal office hours. This
indicates that the students may be given enough practical exposure to compensate for the lack
of training in the theoretical aspects.
Detailed study on the curriculum and its structure is required to assess if the training provided
by the institutes are equivalent to the conventional ‘academic’ provided by most Public
Institutions of Higher Learning as claimed.
4.0
Ministry of Youth, Culture and Sports
The Ministry of Youth, Culture and Sports have also established a number of technical
training institutions awarding diploma and certificates in industrial technology. These
institutions are called Youth Skill Training Institutes or Institut Kemahiran Belia Negara
(IKBN). There are also a number of IKBNs, which provide advance training in technology.
This advance technology training centres are equipped with advanced machineries and
instructors to provide high technology training to youths in Malaysia.
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Appendix III
Enrolment, Projected Increase of Engineeers and Projected output of
Engineers at Bachelor, Diploma and Certificate Levels.
The Table A3a given is extracted from Tables 4-6 and 4-7 of the 8th Malaysian Plan 20012005, which showed the enrolment and output for first degree, diploma and certificate
courses from local public educational institutions and local public higher educational
institutions. The courses have been categorized into arts (Arts & humanities, economic &
Business, law, science (Medicine & Dentistry, Agriculture & Related sciences & others) and
Technical (Engineering, architecture, town Planning & Survey & others). The percentage
shown is the percentage for each category to total enrolment and output. Percentages for
engineering enrolment and output have been calculated for each level.
The student enrolment in the technical courses in 1995 was 16.7% of the total enrolment for
first degree programmes and then increased to 23% in 2000 and projected to increase to
28.1% in 2005. Based on the figures given, the percentage of total enrolment for first degree
courses in engineering in 1995 was 12.8% and increased to 18.4% in 2000 and projected to
increase to 23.5% in 2005.The output of first degree engineers is expected to be 53,822 after
the 8MP compared to 16,980 after the 7MP. This constitutes an increase of 18.4% from
12.5% after the 7MP of all first degree output from local universities. The 5-year increase
from the 7MP to the 8MP is 216% or an average of 43% each year (2000-2005).
The engineering diploma level showed a similar trend. In 1995, engineering diploma holders
constitute 25% of the total diploma enrolment, increasing to 29.7% in 2000 and projected to
dip slightly to 29% in 2005. The output of diploma holders is 16.4% after the 7MP and
expected to increase to 23.3% after the 8MP for all diploma output. The engineering
certificate level constitutes 76% of all certificate enrolment, decreasing to 72% in 2000 and
2005. The output of certified level engineers is only at 11.6% after the 7MP and 10.8% after
the 8MP.
Table A3b shows the number of polytechnics and enrolment, number of first degree
engineering students and graduates in engineering for each respective year. The figures
showed that the enrolment in polytechnics decreases in 1996 and 1997, increasing at a greater
pace in 1998 to 2000. This is in line with the number of polytechnics, which increased from
only 6 in 1995 to 12 in 1999. However, the enrolment of engineering first degree students
rose steadily from 8,557 in 1994 to 22,950 in 1998.
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Table A3a:
Enrolment and Output for first Degree Courses, Diploma and Certificates From Local Public Educational Institutions,
1995-2005 (Source: Extracted from 8th Malaysia Plan 2001-2005)
Enrolment
Degree
1995
2000
2005
7MP
8MP
12,652 (16.7%)
39,305 (23%)
68,784 (28.1%)
22,765 (16.7%)
66,007 (22.6%)
9,756
31,494
57,684
16,980
53,822
15,744 (33.9%)
35,410 (38.4%)
69,119 (46.7%)
19,636 (25.8%)
39,603 (32.3%)
11,513
27,419
42,879
12,466
28,608
10,675 (78.7%)
20,821 (73.9%)
65,304 (73.5%)
2,582 (26.0%)
2,610 (14.6%)
Engineering
10,320
20,396
64,516
1,163
1,935
Degree
75,709
170,794
244,527
136,003
292,378
Diploma
46,480
92,304
148,025
76,159
122,734
Certificate
13,556
28,154
88,848
9,949
17,874
Technical
Engineering
Diploma
Technical
Engineering
Certificate
Total enrolment and
output for all
courses
Output
Technical
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Table A3b: Number of students in Polytechnics and Universities (Technical and
Engineering) 1994-2000
Year
1994
1995
1996
1997
1998
1999
2000
Number of
Polytechnics
-
6
7
8
10
12
12
Number of
Students in
Polytechnics
-
19,230
18,434
17,365
20,257
26,788
39,027
Number of
Engineering
students in
Universities
8,557
9,988
12,665
17,590
22,950
-
-
Number of
engineering
Graduates in
Universities
1,173
1,214
1,306
1,798
2,376
-
-
Source: Extracted from Social Statistics Bulletin Malaysia. Department of Statistics. November 2001
94
Appendix IV
Outcomes or Attributes/Ability of Engineering and Engineering
Technology Graduates
Table A4.1: Attributes/Ability of Engineering and Engineering Technology Graduates
According to Washington Accord and ABET
Engineering (Washington Accord, 2002)
Engineering Technology (ABET, 2001)
• apply mathematics, science and
• an appropriate mastery of the knowledge,
engineering science for the design,
techniques, skills, and modern tools of
operation and improvement of systems,
their disciplines
processes and machines
• an ability to apply current knowledge and
adapt to emerging applications of
mathematics, science, engineering, and
technology
• formulate and solve complex engineering • an ability to identify, analyze, and solve
problems
technical problems
• an ability to conduct, analyze, and
interpret experiments and apply results to
improve processes
• an ability to apply creativity in the design
of systems, components, or processes
appropriate to Programme objectives
• an ability to function effectively in teams,
• communicate effectively
• an ability to communicate effectively
• engage in lifelong learning and
• a recognition of the need for, and an
professional development
ability to engage in lifelong learning
• act in accordance with the ethical
• an ability to understand professional,
principles of the engineering profession
ethical, and social responsibilities
• function in contemporary society
• respect for diversity and a knowledge of
contemporary professional, societal, and
• understand and resolve the
global issues
environmental, economic, societal
implications of engineering work
• a commitment to quality, timeless and
continuous improvement
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Table A4.2: Attributes/Ability of Engineering and Engineering Technology Graduates
According to IEAust.
Engineers (IEAust, 2001a)
Engineering Technologists (IEAust, 2001b)
• Ability to apply knowledge of science
• Same
and engineering fundamentals.
• Ability to communicate effectively not
• same
only with members of the engineering
team but also with clients, customers,
stakeholders,suppliers, regulators and the
community at large.
• Ability to undertake problem
• Ability to undertake problem
identification, formulation, and solution
identification, formulation, and solution
through the development of new and
through the adaptation of standard
innovative engineering practices.
engineering practices and procedures.
• Ability to utilise a whole systems
• Ability to utilise a systems approach to
approach to design and operational
design and operational performance while
performance.
modifying and/or adapting existing
practice.
• Ability to function effectively as an
• Ability to function effectively as an
individual and in multi disciplinary and
individual and in multi disciplinary and
multicultural teams with the capacity to
multicultural teams with the capacity to be
be a team leader or manager as well as an
a team leader as well as an effective team
effective team member.
member.
• Understanding and application of social,
• same
cultural, global, environmental and
business responsibilities (including an
understanding of entrepreneurship and
the process of innovation) and the need to
employ principles of sustainable
development.
• Understanding of and commitment to
• same
professional and ethical responsibilities.
• A capacity to undertake lifelong learning. • same
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Table A4.3: Attributes/Ability of Engineering According to IEI
•
An ability to recognise, delineate, analyse and solve in a professional and practical
way the problems, technical and otherwise which are susceptible to engineering
treatment.
•
An ability to apply pertinent knowledge to the practice of engineering in an effective
and professional manner.
•
Flexibility in the practice of engineering.
•
An appreciation of the national and global needs for sustainable development, where
appropriate.
•
An appreciation of the professional engineer’s responsibility regarding the
environment.
•
An appreciation of the need for the highest ethical standards in professional
engineering.
•
An ability to work in a team.
•
An ability to communicate effectively.
•
An appreciation of the importance of continuing professional development.
•
A sensitivity to the impact on society of engineering concepts, developments and
works.
97